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HOUR  READERS  I 

MANUAL 


GOE  AND  CHRISTIE 


AMERICAN  BOOK  COMPANY 


rilMMMWHMBHI 


^, 


u 


Southern  Branch 
of  the 

University  of  California 

Los  Angeles 


Form  L  I 

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1525 
G65s 
cop .  1 


V 


NOV  2  4  1924 


JAN  4     ^?i?§ 


Form  L-9-15iyi-8,'24 


STORY  HOUR  READERS 
MANUAL 

THE   STORY   METHOD 


BY 

IDA  COE,   Pd.M. 

ASSISTANT    PRINCIPAL,    PUBLIC   SCHOOLS 
CITY    OF   NEW    YORK 

AND 

ALICE  J.   CHRISTIE 

PRIMARY   TEACHER,    PUBLIC   SCHOOLS 
CITY   OF   NEW   YORK 


AMERICAN  BOOK  COMPANY 

NEW  YORK  CINCINNATI  CHICAGO 


Copyright,  1913,  1914,  by 
AMERICAN    BOOK   COMPANY. 

CoPYi!i(iHT,  1913,  IN  Great  Britain. 
Stuky  Hour  Rkaders  Manual. 

W.   p.      2 


contp:nts 


Principles  of  Reading       .         ,         ...         ,         .         .  7 

Fundamentals         ........  7 

Application  of  IVinciples         ...         .         .         .         .  7 

Elements  of  Readiiij>;      .......  8 

The  Story  Method 10 

Method  of  Teachino- 13 

Aids  in  Teaching'    ........  20 

Explanation  of.  Terms    .         .         .         .         .         .         .  "il 

First  Year  —  First  Half  and  General  Suggestions  23 

Mother  Goose  Rhymes  .......  25 

Games  for  Recreation     .......  30 

Rote  Songs     .........  33 

Habits    ..........  3(5 

Devices  —  Language      .......  37 

Devices  —  Sentences,  Word  Groups,  Sight  Words  .         .  41 

Devices  —  Phonetics      .......  46 

Additional  Aids 50 

Preliminary  Phonics        .         .         .         .         .         .         .51 

Phonetic  Type  Lesson  —  Initial  Phonograms          .  52 
Introductory  Phonetics  —  Families         .          .          .          .53 

Phonetic  Type  Lesson  —  Families           .         ...  55 

First  Year  —  First  Half,  Steps  1-90      .         .         .       5()-151 
Chronological  Phonetic  Summary  .         .         .         .         .152 

Phonetic  Key          ........  154 

Word  Groups 156 

Sight  Words 158 

Teaching  Vocabulary 161 


First  Year  —  Second  Half 
Steps  1  to  70 
Rote  Songs 
The  Alphabet 
Recapitulation 
Words  for  Testing  Phonetic  Power 
Chronological  Phonetic  Summary 
Phonetic  Key 
Word  Groups 
Sight  Words  . 
Teaching  Vocabulary 


Second  Year       .... 
Steps  1  to  80 

Chronological  Phonetic  Summary 
Phonetic  Key 
Word  Groups 

Sight  Words  .... 
Teaching  Vocabulary 


Third  Year 


PAGE 

.  165 
168-208 

.  206 

.  207 

.  208 

.  209 

.  211 

.  214 

.  217 

.  218 

.  221 


.  225 
225-260 

.  261 

.  266 

.  269 

.  271 

.  274 


Guide  to  Enunciation 


.     281 
.     303 


FOREWORD 

"  Please  tell  me  a  story,"  is  the  insistent  plea  of  the  child 
the  world  over. 

How  natural,  then,  for  the  child  to  learn  to  read  by  means 
of  the  story!  Interest  is  the  key  to  tiie  situation;  and  in- 
terest in  the  story  is  the  controlling  motive  for  his  learning 
to  read. 

The  stories  used  in  the  Story  Hour  Readers  are  written 
for  the  purpose  of  establishing  the  reading  habit  early  in  the 
life  of  the  child,  through  their  appeal  to  his  interests.  The 
content  of  the  stories  selected  is  easily  within  the  compre- 
hension of  the  child,  who  will  eagerly  read  about  his  friends 
in  the  folklore  world. 

The  child  is  considered  as  the  epitome  of  the  race,  hence 
the  selection  of  stories  that  satisfy  his  instinctive  interests. 

'Mother  Goose  rhymes  and  folklore  tales  are  used  ex- 
tensively in  the  books  for  the  first  year.  The  rhythm  of 
the  jingle  is  irresistible.  Its  mingling  of  sense  and  nonsense 
arouses  the  imagination  of  the  child,  and  its  fascination 
appeals  even  to  the  slowest  or  dullest  pupil,  who  might  not 
respond  to  less  exciting  stimuli.  The  use  of  INIother  Goose 
rhymes  is  advocated  by  Huey.  (See  "The  Psychology  and 
Pedagogy  of  Reading,"  pp.  330  to  335.) 

Dialogue  and  dramatic  action  are  great  sources  of  delight, 
and  are  very  valuable  during  the  early  days  of  school  life, 
since  to  the  child  they  represent  play  and  the  various 
activities  natural  to  childhood.  The  stories  selected  ap- 
peal to  his  dramatic  instincts  and  stimulate  the  emotions. 


The  aim  of  the  Story  Hour  Readers  is  to  give  the  child 
opportunity  to  live  the  thou<;l)t.s,  hence  tlie  great  imaginative 
stories,  keeping  in  mind  always  the  licart  of  the  child,  and 
heeding  the  admonition,  "  We  who  profess  to  teach,  yet 
teach  not,  teaching  not  the  heart." 

The  Story  Hour  Readers  present  literature.  The  stories 
and  poems  are  carefully  graded  to  satisfy  the  growing 
interests  of  the  child,  and  to  inculcate  a  love  of  literature. 

The  books  are  beautifully  illustrated  in  color  by  artists 
whose  interpretations  of  the  stories  show  their  appreciation 
of  child  life.  The  pictures  make  an  aesthetic  and  artistic 
appeal  to  the  child  that  is  most  valuable.  The  ethical  and 
social  elements  are  also  presented.  The  pictures  offer  won- 
derful opportunities  for  the  development  of  language. 

The  First  Year  Readers  contain  Mother  Goose  rhymes 
and  folklore  tales. 

Second  Year  Readers  continue  the  folklore  tales,  and  in- 
troduce fairy  stories,  also  poems  suited  to  children. 

Third  Year  Readers  introduce  wonder  stories,  legends, 
and  myths,  also  poems.  Adaptations  from  longer  stories 
are  given,  to  secure  sustained  interest,  and  to  arouse  in  the 
child  the  desire  to  read  the  complete  story  for  himself,  for 
example,  "  Robinson  Crusoe." 

The  folklore  tales,  fairy  tales,  and  fables  include  those 
of  many  lands,  thus  adding  to  the  child's  interest  and 
knowledge. 


PRINCIPLES   OF   READING 

Fundamentals 

The  following  general  principles  of  education  should  be 
applied  in  the  teaching  of  reading : 

1.  A  complete  thought  is  presented  first.  This  is  fol- 
lowed by  analysis  of  the  thought  into  parts,  and  a  study  of 
the  parts,  including  the  necessary  drill.  Finally,  the  j)arts 
are  reconibined  into  the  complete  thought,  a  clarified  whole. 

2.  There  is  "  no  impression  without  expression."  There- 
fore the  child's  initiative  and  self-activity  should  be  em- 
ployed to  produce  clear  and  vivid  images. 

3.  Education  is  reorganization  and  enlargement  of  ex- 
perience; in  common  phrase,  procedure  "from  the  known 
to  the  unknown." 

Memory  becomes  a  by-product  of  the  educational  process, 
and  the  faulty  rote  method  of  teaching  is  avoided  when  these 
principles  are  applied.  • 

Application  of  Principles 

I.  Wholes  to  Parts,  to  Wholes.  The  vague  whole  is 
acquired  by  the  children  through  listening  to  the  story  told 
by  the  teacher,  and  through  the  exercise  of  their  own  self- 
activity  in  dramatization.  The  storj'  is  first  analyzed  into 
thought-groups.  The  thought-groups  are  then  built  up 
synthetically  l^y  the  teacher,  sentence  by  sentence,  at  the 
blackboard.  Word  groups  and  sight  words  are  taken  from 
the  sentences.  Selected  words  are  separated  into  phono- 
grams. Phonograms  are  blended  to  form  words.  The 
final  step  is  the  reading  of  the  whole  story  from  the  book. 

7 


2.  Self -activity.  The  interest  aroused  in  the  story,  as 
the  teaclier  tells  it,  stimulates  the  impulse  for  motor  activity. 
This  leads  to  the  dramatization  of  the  story.  Dramatiza- 
tion appeals  to  children  because  what  a  child  does  makes 
a  deep  impression  upon  him.  Dramatization  also  stimu- 
lates the  emotions,  and  thus  secures  intense  interest. 
Through  dramatization  the  child  lives  the  story. 

3.  From   the    Known,   or    Familiar,   to    the    Unknown. 

The  Mother  Goose  rhymes  are  familiar  to  most  children. 
Besides,  many  of  the  stories  in  this  series  of  Readers  deal 
with  experiences  common  to  children,  and  the  characters 
are  placed  in  familiar  situations.  The  material  thus  forms  a 
connecting  link  between  a  child's  former  experiences  and 
the  new  ones  he  is  about  to  acquire. 

Elements   of   Reading 

I.  The  Thought  Element.  The  problem  of  learning  to 
read  is  the  establishment  in  the  mind  of  the  learner  of  an  as- 
sociation between  the  thought  as  expressed  in  symbols  and 
the  symbols  which  represent  the  thought. 

The  thought  is  the  vitalizing  element.  Literature  should 
be  used  from  the  beginning.  The  selections  should  be  of  a 
character  to  interest  children,  that  is,  they  should  be  stories 
with  a  sense  appeal,  and  instinct  stories.  The  whole  life  of 
a  child  is  saturated  with  imagination  and  feeling,  there- 
fore the  content  of  his  reading  matter  should  satisfy  his  im- 
aginative and  emotional  cravings.  It  should  also  represent 
action.  That  is,  the  content  should  be  dynamic  rather  than 
metaphysical. 

For  the  purpose  of  analysis  the  stories  should  be  divided 
into  fhoughi-groups.     A  thought-group  consists  of  a  series  of 

8 


related  sentences  which  express  conipleled  thoiiglil  or  action, 
that  is,  a  larger  thought  unit.  Tiic  thought-group  is  ana- 
lyzed into  sentences,  which  are  in  turn  built  up  syntiietically 
into  a  thought-grouj)  for  purposes  of  reading.  Tlie  sentence 
is  then  selected  for  further  analysis. 

2.  The  Symbol  Element.  (A  Visible  Sign  or  Representa- 
tion of  an  Idea.)  In  learning  to  read  the  child  must  associate 
the  thought  with  the  symbols.  These  are  of  two  kinds, 
namely,  the  visual  and  the  vocal. 

Visual  Symbols:  Written  Words  or  Letters.  After  a 
sentence  has  })cen  presented  as  a  whole,  associalc(l  with  its 
thought,  groups  of  words  and  single  words  should  be  se- 
lected for  recognition  and  drill.  Then  not  only  have  these 
significance  in  themselves  and  in  their  present  relations, 
but  they  are  also  tools  for  future  use  in  reading. 

Vocal  Symbols:  Spoken  Words  or  Single  Sounds.  •  Each 
visual  symbol,  whether  of  a  sound,  a  word,  or  a  group  of 
words,  has  its  corresponding  vocal  symbol. 

An  early  association  between  the  visual  symbols  and  the 
vocal  symbols  is  necessary,  in  order  that  the  child  may  learn 
to  read  orally.  This  applies  to  sentences  as  wholes,  to  word 
groups,  and  to  words. 

3,  The  Phonetic  Element.  The  first  analysis  of  the  story 
is  into  thought-groups  and  sentences.  Groups  of  words  and 
single  words  are  selected  from  the  sentences  for  purposes  of 
drill.  A  further  analysis  is  necessary,  —  separating  the  words 
into  phonograms  for  phonetic  use. 

There  are  several  distinct  aims  to  be  kept  in  mind : 
namely,  ear  training,  correct  pronunciation  and  distinct 
enunciation  in  reading,  and  acquirement  of  phonetic  power. 

There  should  be  ample  drill  in  ear  training,  in  order  that 

9 


the  child  may  become  sensitive  to  the  correct  i)ronuncia- 
tion  of  words.  Exercises  in  enunciation  are  necessary  also, 
in  order  to  secure  clear,  distinct,  and  pleasing  oral  reading. 

Phonetic  power  is  the  means  by  which  the  child  is  able  to 
assist  himself  in  reading  new  material.  Constant  practice  in 
phonetics  gives  him  the  ability  to  find  new  words  for  himself. 

THE   STORY   METHOD 

The  Reading  Process.  Teaching  reading  is  the  process 
of  associating  in  the  child's  mind  a  thought  and  its  symbols. 
The  union  of  these  elements  is  necessary  to  both  silent  and 
oral  reading. 

I.  Language.  The  natural  way  for  a  child  to  learn  to 
read  is  similar  to  that  used  in  learning  to  talk.  When  a 
child  has  learned  to  talk  he  has  acquired  the  ability  to 
attach  meaning  to  oral  language  and  to  use  language. 
When  he  enters  the  ivorld  of  books  the  pictures  attract  him 
first.  The  rhymes,  jingles,  songs,  and  stories  are  told  or 
sung  to  him.  The  Mother  Goose  rhymes  present  many 
familiar  characters  clothed  with  enough  mystery  to  appeal 
to  his  imagination.  They  are  real,  his  companions,  and 
they  belong  to  his  world.  The  rhymes,  jingles,  and  songs 
also  appeal  to  the  instinct  of  rhythm,  and  he  readily  memo- 
rizes them.  The  stories  arouse  his  interest.  He  pleads  to 
have  his  favorite  stories  told  to  him  again  and  again.  The 
child  soon  attempts  to  tell  the  stories  himself.  Gradually 
he  locates  parts  of  a  story  on  the  printed  page,  and  recog- 
nizes some  of  the  words.  The  child  meets  these  words  in 
new  stories.  They  are  old  friends,  and  they  help  him  to 
conjecture  what  the  new  words  must  be.  He  enlarges  his 
vocabulary    through    the   context    and    acquires    power    to 

10 


atta(;k  new  stories.  The  Story  Melliod  siij)i)lie>  lliese  ex- 
periences and  makes  use  of  lanyiuufe  From  the  l>e^iimin|^. 
Interest  in  the  story  is  the  child's  inotire  for  learning  to  read. 

2.  Content.  The  Story  Method  is  a  content  metliod, 
and  meanin<i-  dominates  the  leachin*^-.  Oral  ihoiKjht-expres- 
sion  comes  first,  throngh  tlie  telling  of  the  story  and  through 
dramatization.  Association  of  the  stories  with  the  pictures 
and  the  printed  matter  in  the  books  accompanies  or  pre- 
cedes the  oral  thought-expression.  The  memorizalion  of  the 
story  is  a  by-product.  The  analysis  of  the  story,  by  aid 
of  pictures  and  through  conversation,  into  thought-groups, 
that  is,  larger  thought  units,  follows.  Oral  expression 
from  the  children  of  each  sentence  in  the  thought-group, 
using  pictures  and  questions  as  aids,  is  the  next  step  in 
analysis.  The  teacher  then  builds  the  thought-group  upon 
the  blackboard,  sentence  by  sentence,  as  the  sentences  are 
obtained  from  the  children  in  response  to  questions.  (See 
Blackboard  Work,  p.  14.)  A  further  analysis  is  the  selec- 
tion of  sentences,  word  groups,  and  sight  words  for  the  pur- 
poses of  recognition  and  drill.  Word  groups  and  sight 
words  are  associated  with  the  sentences  in  the  story,  for 
reading,  and  for  the  interpretation  of  the  thought  and 
emotion  involved  in  the  sentence.  Thought-groups  are  then 
read  as  wholes,  and  finally  the  complete  story  is  read  as  a 
whole. 

3.  Vocabulary.  Tlie  child's  reading  vocabulary  is  built 
up  through  the  association  of  word  groups  and  sight  words 
in  the  context  of  the  story,  followed  by  drills,  and  through 
the  phonetic  sense  and  power  which  he  gradually  acquires. 
(Read  Huey,  pp.  348,  .'349.) 

11 


Words  are  selected  from  the  Mother  Goose  rhymes,  in  the 
first  hook,  and  from  the  stories  in  tlic  following  hooks,  for 
phonetic  purposes  (Key  Words).  These  are  first  taught  as 
sight  words,  and  are  afterwards  analyzed  into  phonograms. 
Phonograms  are  blended  to  form  the  new  words  in  the 
context. 

4.  Independent  Reading.  (Silent  and  Oral.)  When  the 
child  possesses  a  large  enough  reading  vocabulary  to  recog- 
nize familiar  words  {old  friends)  in  the  context,  and  has 
developed  some  phonetic  sense  and  power,  and  also  has 
sufficient  apperceptive  basis,  he  is  ready  to  undertake  the 
more  complex  process  of  thought  getting  (thought-grasp) 
and  thought  giving  (thought-expression). 

The  first  and  second  supplementary  stories  are  relaxation 
stories,  and  are  meant  purely  for  enjoyment.  The  third 
supplementary  story  affords  an  excellent  opportunity  to  test 
the  child's  ability  to  read  independently.  During  the  read- 
ing of  the  story,  for  this  purpose,  the  teacher  should  merely 
tell  the  child  the  words  that  he  fails  to  recognize  or  to 
obtain  through  phonetics.  The  reading  of  the  story  is 
followed  by  a  drill  upon  the  word  groups  and  sight  words 
that  the  teacher  was  obliged  to  tell,  the  motive  for  the  drill 
being  the  development  of  the  words  so  that  the  child  may 
read  the  story  the  next  time  without  help. 

The  reproduction  and  the  dramatization  of  the  story  will 
follow  the  reading  of  the  story  from  the  book.  The  atten- 
tion of  the  child  is  called  to  the  fact  that  this  time  he  is  to 
tell  the  story  which  he  read  for  himself. 

This  method  of  procedure  may  be  used  \vith  the  supple- 
mentary stories  that  follow;  and  also  with  supplementary 
books,  provided  the  content  is  interesting  and  within  the 

12 


child's  grasj)  of  llioiight,  and  coiitaiiis  words  in  Iiis  reading 
vocabulary. 

The  teacher  will  finally  decide  whether  the  child  has 
sufficient  power  to  read  the  basic  stories  in  the  same  way. 
She  must  keep  steadily  in  mind  that  reading  is  not  mere 
word-calhng,  but  that  it  involves  an  interpretation  of  the 
thought  and  emotion  contained  in  the  story,  —  emphasis 
and  expression. 

The  reproduction  and  dramatization  of  the  story  will  then 
follow  the  reading  of  the  story,  instead  of  preceding.  The 
child  will  finally  gain  power  to  reproduce  the  story  in  his 
own  words,  and  to  dramatize  without  the  descriptive  parts. 

METHOD   OF  TEACHING 

1.  Telling  the  Story. 

2.  Dramatization. 

3.  Blackboard  Work. 
(1)  Thought-groups. 
('2)  Sentences. 

4.  Analysis  |  (.S)   Word  Groups. 

(4)  Sight  Words. 

(5)  Phonetics. 

5.  Reading  from  the  Book. 

I.  Telling  the  Story.  The  teacher  should  tell  the  story, 
using  Uie  language  of  the  text.  She  should  tell  it  in  such  a 
way  as  to  appeal  to  the  imagination  of  the  children,  and  to 
arouse  keen  interest  and  emotion.  The  teacher  must  be 
thoroughly  in  sympathy  with  the  six-year-old  child,  and  must 
live  again  in  spirit  the  delight  she  herself  felt,  when  she  was 
first  introduced  to  the  "  Once  upon  a  time  "  world. 

It  is  important  to  rehearse  the  story  before  presenting 

13 


it  to  the  class.  riio  teacher  must  know  where  the  emphasis 
is  to  be  hiid,  for  children  are  great  imitators,  and  the  final 
results  are  dependent  upon  first  impressions.  So,  when  tell- 
ing parts  of  the  story  that  later  are  to  be  repeated  frequently 
for  drill,  she  should  be  sure  that  the  child  receives  a  vivid 
impression  of  the  story  the  first  time  he  hears  it. 

The  teacher  should  show  emotion,  and  should  impersonate 
the  characters  as  exactly  as  possible,  employing  such  bodily 
activities  as  the  imagination  suggests.  All  this  will  secure 
the  very  best  kind  of  attention  from  the  children,  who  will 
then  be  all  alive  and  eager  to  play,  or  dramatize,  the  story. 

Note.     Read  Bryant's  "  How  to  Tell  Stories  to  Children." 

2.  Dramatization.  Before  the  reproduction  of  the  story 
by  dramatization,  it  is  well  for  the  teacher  to  have  a  few  of 
the  pupils  tell  what  some  of  the  characters  said,  and  show 
their  manner  of  saying  it.  The  descriptive  parts  should  be 
told  by  the  teacher  at  first,  until  the  pupils  are  able  to  tell 
them.  When  the  children  have  gained  sufficient  power  in 
dramatization,  the  descriptive  parts  may  be  omitted. 

Pantomime.  Real  thought  giving  is  a  Hving  expression, 
on  the  part  of  the  child,  of  the  thought  of  the  author.  The 
whole  body  should  be  in  unison  with  the  thought  expressed. 
Pantomime  affords  opportunity  for  developing  bodily  ex- 
pression. The  Mother  Goose  rhymes  and  many  of  the 
stories  may  be  given  by  the  children,  in  pantomime. 

3.  Blackboard  Work.  Dramatization  of  the  story  is  to 
be  followed  by  reading  from  the  blackboard.  Care  should 
be  taken  to  select  thought-groups  and  to  reproduce  the  lines 
of  the  story  exactly  as  they  appear  in  the  book,  especially 
the  grouping.     The  use  of  print  or  of  script  is  optional. 

14 


Tile  following  is  the  first  thouyht-ffroiip,  pp.  0  ajid  10, 
Reader,  First  Year,  First  Half : 

13o   Teep  and   Heu   Shekp 

Little  Bo  Peep  lost  her  sheep. 

She  looked  and  looked 
but  could  not  find  them. 

Then  she  went 
to  Little  Jack  Horner. 

"  Please,  Little  Jack  Horner, 
help  me  find  my  sheep !  " 

Little  Jack  Horner 
sat  in  a  corner. 

Little  Jack  Horner  said, 

"  Leave  them  alone, 
and  they'll  come  home." 

(1)  Obtain  the  above  sentences  from  the  children,  by 
questioning : 

What  did  Little  Bo  Peep  lose? 

What  did  she  do  ? 

Then  to  whom  did  she  go  ? 

What  did  she  say  to  Little  Jack  Horner  ? 

Where  did  Little  Jack  Horner  sit  ? 

What  did  Little  Jack  Horner  say  ? 

(2)  The  sentences  should  be  read  as  units. 

(3)  For  good  expression,  empliasis  should  be  laid  on  the 
important  word,  or  group  of  words,  in  the  sentence.  For 
example,  "  Please,  Little  Jack  Horner,  help  me  find  my 
sheep."     "  She  looked  and  looked."" 

(4)  The  lesson  should  be  read  finally  as  a  unit. 

15 


4-  Analysis.  Knowledge  of  words  is  the  product  of 
gradual  altaiunienl.  It  is  not  important  that  a  cliild  should 
loiow  all  the  ivords  of  the  stories  that  he  reads  at  first,  hence  only 
those  words  are  presented  for  drill  that  present  concrete  ideas, 
or  are  readily  acquired  through  association.  It  is  unprofitable 
and  uninteresting  to  divell  upon  a  single  story  until  every  word 
is  learned  (Huey,  p.  348).  The  words  in  the  stories  that 
follow  are  just  as  valuable,  and  their  frequent  repetition  in 
the  text,  and  the  drills  in  phonetics,  make  them  familiar. 

(1)  Thought-groups.  The  division  of  the  story  into 
thought-groups  is  the  first  step  in  analysis.  A  thought- 
group  consists  of  a  series  of  related  sentences  which  together 
express  completed  thought  or  action,  that  is,  a  larger  thought 
unit.  The  teacher  may  select  the  thought-groups  of  the 
story,  or  she  may  guide  the  children  to  select  each  of  the 
thought-groups,  by  means  of  the  pictures  in  the  story,  or  by 
questioning. 

('2)  Sentences.  The  story  has  been  told  by  the  teacher. 
The  children  have  reproduced  the  story  orally,  and  by 
dramatization.  The  thought-groups  of  the  story  have  been 
selected  under  the  guidance  of  the  teacher.  For  example, 
the  first  thought-group  is  found  on  pp.  9  and  10  of  the  story, 
Bo  Peep  and  Her  Sheep,  Reader,  First  Year  —  First  Half. 
An  oral  expression  from  the  children  of  each  sentence  in  the 
thought-group,  using  pictures  and  questions  as  an  aid,  is  the 
next  step  in  analysis.  The  teacher  then  builds  the  thought- 
group  upon  the  blackboard,  sentence  by  sentence,  as  the 
sentences  are  obtained  from  the  children  in  response  to 
questions.  (See  Blackboard  Work,  Manual,  p.  14.)  Sen- 
tences may  also  be  selected  for  expression  and  drill. 

16 


(3)  Word  Groups.  The  selection  of  a  group  of  words 
in  the  sentence  is  the  next  step  in  analysis.  Word  groups 
are  used  to  teach  alistract  words  in  their  proper  relations. 
The  ready  recognition  of  word  groups  as  wholes  is  the  best 
method  for  securing  good  expression  in  oral  reading.  The 
use  of  word  groups  prevents  the  halting,  hesitating  calling 
of  words  which  sometimes  passes  for  reading,  and  is  an 
aid  to  thought  getting  and  thought  giving.  The  recognition 
of  word  groups  also  increases  rapidity  of  perception.  Word 
groups  afford  a  rest  for  the  eye,  thus  diminishing  eyestrain. 

The  printed  matter  in  the  books  is  arranged,  bearing  all 
this  in  mind,  with  natural  pauses  at  the  end  of  each  line. 

(4)  Sight  Words.  Before  the  child  has  acquired  phonetic 
power,  the  words  of  his  reading  vocabulary  must  be  de- 
veloped through  selected  siglit  words.  It  is  important  for 
him  to  enlarge  his  vocabidary  as  rapidly  as  possible.  The 
material  as  presented  in  the  Story  Hour  Readers  aids  to  this 
end.  The  words  selected  from  the  reading  lessons  have 
concrete  associations  for  the  child. 

(5)  Phonetics.  From  the  beginning,  the  teacher  of  read- 
ing should  have  a  goal  in  mind,  namely,  the  ability  of  a  child 
to  recognize  new  words  without  aid.  This  gives  him  inde- 
pendence in  reading.  The  ability  to  recognize  new  words 
for  himself  is  acquired  through  the  study  of  phonetics,  and 
there  is  no  branch  of  teaching  reading  that  is  more  impor- 
tant. Daily  drill  and  review  drills  are  necessary,  in  order 
that  children  may  acquire  phonetic  power. 

The  basis  of  the  study  of  phonetics  is  the  analysis  of  words 
into  phonograms.  In  the  first  book  of  this  series  of  Read- 
ers the  phonetic  lessons  are  derived  from  words  found  in 
the  jingles.     Words  readily  recalled  have  been  selected  for 

ST.    HK.   MANUAL 2  17 


analysis,  and  are  presented  for  phonetic  study.     The  words 
tJiiis  selected  are  called  key  words.     They  are  presented  first 
as  sight  words,  and  are  afterwards  analyzed  into  phonograms. 
Illustration  :  firid-J  (Rhyme,  Little  Bo  Peep). 

sat-at  (Rhyme,  Little  Miss  Muffet). 

After  a  child  has  learned  the  sounds  of  a  number  of  single 
consonants  he  Is  ready  to  blend  these  with  families  to  form 
new  words.  The  families  selected  are  so  familiar  that  he 
unconsciously  makes  a  silent  blending  at  once  while  pro- 
nouncing the  new  word. 

Illustration:   sat,  not  sat;  fat,  not  fat;   mat,  not  mat. 

Drills.  (1)  All  the  word  groups,  sight  words,  key  words, 
and  phonograms  selected  from  a  story  for  drill  should  be 
presented  each  day,  affording  each  child  the  greatest  oppor- 
tunity for  word  acquisition.  Thus  the  child  who  can  acquire 
a  number  of  words  in  a  lesson  is  not  limited  to  the  one-word- 
a-day  idea  which  the  word  and  sentence  method  advocated. 
In  this  way,  all  the  words  indicated  for  study  in  a  story 
being  presented,  the  child  has  the  opportunity  to  see  each 
word  in  its  relation  to  the  whole,  the  story. 

(2)  Drills  should  be  spirited  and  brief. 

(3)  Constant  drill  upon  word  groups,  sight  words,  and 
phonetics  is  necessary,  until  the  reading  process  becomes 
mechanical,  so  that  the  child  may  be  free  to  attend  to  the 
thought. 

Language  Drill.  A  language  drill  may  precede  the  read- 
ing of  the  story  as  a  separate  exereise.  The  teacher  holds 
the  perception  cards  containing  the  word  groups  and  sight 
words,  for  the  story,  which  have  been  previously  used  in 
drills.     She  flashes  these  one  by  one  before  the  class.     The 

18 


children  have  their  books  open,  and  as  \hc  toaclior  presents 
a  card  they  find  the  word  ^roup  or  sight  wonl  iti  I  lie  sen- 
tence in  the  story,  and  visnalize  the  sentence ;  or  the  t<'acher 
may  merely  name  a  word  group  or  sight  word  which  the 
children  are  to  find  in  the  sentence  to  be  visualized.  A 
child  is  called  uj)on  to  tell  the  sentence  which  has  been 
visualized,  using  proper  emphasis  to  interpret  the  thought  or 
emotion  suggested  by  the  sentence. 

5.  Reading  from  the  Book.  The  reading  of  the  story  as 
a  whole  from  the  books  is  the  final  step.  This  should  be 
accomplished  without  interruption,  other  than  indication  by 
the  teacher  of  the  end  of  the  thought.  Into  this  exercise 
should  come  all  the  elements  in  embryo  of  good  oral  read- 
ing :  Pleasantly  modulated  voice,  clear  enunciation,  pleasing 
manner  to  the  observer,  and  interpretation  of  the  thought 
and  emotion  involved  in  the  slory. 

Clear  and  Distinct  Utterance 

The  value  of  distinct  articulation  cannot  be  overestimated. 
Without  it  good  reading  is  not  possible. 

Articulation  depends  upon  the  action  of  the  muscles 
of  the  jaws,  palate,  tongue,  and  lips.  It  is,  consequently, 
purely  a  physical  exercise. 

In  large  part,  the  indistinct  utterance  of  children  in  con- 
versation, recitation,  and  reading  is  due  to  the  influence  of 
environment.  If  children  live  in  a  community  where  lan- 
guage is  spoken  incorrectly,  their  onlj^  opportunity  to  learn 
to  speak  correctly  is  in  the  classroom.  Therefore,  the 
teacher  should  give  as  much  time  as  possible  to  exercises 
that  promote  clear  and  distinct  utterance. 


19 


AIDS   IN   TEACHING 

Motivation.  Interest  in  the  story  is  Ihe  molive  which 
stimulates  the  child  to  learn  to  read.  The  child's  interest  is 
aroused  through  the  pictures  in  the  story,  by  having  the  story 
told  to  him,  and  through  dramatization.  This  interest  ex- 
tends to  other  stories  and  other  books,  as  is  shown  by  the 
child's  bringing  pictures  and  books  to  school,  or  clippings 
from  newspapers  and  other  printed  matter  which  he  delights 
in  reading  to  the  teacher. 

When  attacking  new  reading  matter  the  child  meets  fa- 
miliar words,  old  friends,  and  they  help  him  to  conjecture 
what  the  new  word  must  be.  He  enlarges  his  vocabulary  for 
himself  by  the  use  of  the  context,  thus  motivating  the  con- 
text. He  also  acquires  a  phonetic  power  which  he  dis- 
covers is  an  aid  in  attacking  new  words.  The  child  is  thus 
encouraged  to  learn  for  himself. 

The  teacher's  aims  are  :  (1)  to  facilitate  her  discipline ;  (2) 
to  furnish  occupation  for  the  brighter  children ;  (.3)  to  render 
the  greatest  aid  to  the  slower  children ;  and  (4)  to  motivate 
the  work  for  all.  These  aims  are  most  readily  accomplished 
by  allowing  the  brighter  children  to  assist  the  slower  ones. 
All  children  delight  in  helping,  as  it  gratifies  the  spirit  of 
emulation  and  furnishes  them  with  an  opportunity  for  self- 
activity.     In  this  way  the  work  is  motivated  for  the  children. 

Class  Groups.  For  more  efficient  and  individual  work, 
the  chiss,  unless  it  is  small,  should  be  grouped.  Some 
children  progress  rapidly  and  require  little  attention.  Such 
children  should  work  in  a  group  by  themselves.  Others 
are  slower  and  need  more  assistance.  These  again  should 
work  in  a  separate  group.  With  small  classes  in  rural  and 
private  schools  such  group  divisions  may  not  be  feasible. 

20 


Handwork.  As  early  as  possible  in  the  h'rm,  I  he  teacher 
sliouhl  plan  some  liaii(lvv(jrk  whieli  will  keej)  one  ^rouj)  of 
children  employed  while  she  is  busy  with  the  oilier  i^roui). 
The  children  shonld  know  definitely  what  is  recpiired  of 
them  in  this  handwork.  Otherwise  they  are  likely  to  be- 
come careless. 

The  handwork  may  inchide :  (1)  Tracing,  cutting,  and 
mounting  objects  referred  to  in  the  various  stories,  ("i)  Free- 
hand cutting  of  the  objects.  (3)  Free-hand  drawing  of  I  he 
objects.  (4)  Color  work, —  crayon  or  water  color.  (.5)  Brush 
work.  (6)  Silhouettes.  (7)  Imaginative  drawings  to  illus- 
trate the  stories. 

Perception  Cards.  These  are  to  be  used  as  aids  to  rapid 
recognition  of,  and  for  drill  upon,  word  grouj)s,  sight  words, 
and  phonetics.  There  are  three  sets  of  the  perception  cards 
for  use  with  the  book  for  First  Year  —  First  Half,  and  three 
for  First  Year  —  Second  Half.  They  include :  (1)  Word 
Groups.     (2)   Sight  Words.     (3)   Phonetic  Words. 

Outline  Pictures.  These  are  to  be  used  for  recognition 
in  association  with  the  stories,  and  for  tracing. 

Charts.  The  teacher  may  make  charts  of  various  kinds. 
Oak  tag  24"  by  36"  is  probably  the  best  paper  for  a  founda- 
tion, but  any  heavy  brown  paper  will  serve. 

Explanation  of  Terms 

Analysis.  An  examination  of  the  component  parts,  sepa- 
rately, or  in  their  relation  to  the  whole. 

Synthesis.  Composition,  or  the  putting  of  two  or  more 
things  together. 

Symbol.     A  visible  sign  or  representation  of  an  idea. 

21 


Thought-group.  A  .story  is  divided  into  tliought-groups 
for  purposes  of  analysis.  A  thought-group  consists  of  a 
series  of  related  sentences  which  express  a  completed 
thought  or  action,  that  is  a  larger  thought  unit. 

Sentence.     A  unitary  expression  of  thought. 

Word  Group.  Related  words  selected  from  a  sentence 
for  purposes  of  drill,  and  presented  together.  Word  groups 
are  used:  (1)  To  present  abstract  words  in  their  context; 
(2)  for  natural  pauses ;  (3)  to  secure  good  expression  in  oral 
reading;  (4)  to  aid  in  thought  getting  and  thought  giving; 
(o)  to  increase  rapidity  of  perception. 

Sight  Word.     A  word  taught  as  a  whole. 

Key  Words.  Words  for  phonetic  use  presented  as  sight 
words  and  afterwards  separated  into  phonograms. 

Test  Words.  New  words  in  the  story,  containing  famil- 
iar phonetic  elements.  These  words  are  to  be  recognized 
by  means  of  their  phonograms. 

Phonetic  Words.  Words  to  be  recognized  by  means  of 
their  phonograms. 

Phonogram.  A  representation  of  sounds,  either  simple 
or  in  combination. 

Initial  Phonogram.  A  representation  of  a  sound  which 
is  the  beginning  of  a  word. 

Families,  Beginnings,  Endings.  Two  or  more  sounds 
joined  together  and  pronounced  as  wholes. 

Blending.     Combining  sounds  to  form  words. 

Note.  While  the  songs  and  games  to  be  found  in  this  Manual  are  all  that  are 
essential  to  the  teaching  of  the  Story  Method,  reference  is  made  to  others  to  be 
found  in  the  following  books :  First  Year  Music  (Hollis  Dann)  ;  Popular  Folk 
Games  and  Dances  (Hofer)  ;  Finger  Plays  (Poulsson)  ;  Small  Songs  for  Small 
Singers  (Neidlinger)  ;  Song  Primer  —  Teachers  Edition  (Bentley)  ;  Games  for  the 
Playground,  School  and  Home  (Bancroft)  ;  Songs  of  the  Child  World,  No.  1  and 
No.  2  (Gaynor) . 

22 


FIRST  YEAR -FIRST   HALF 


Aims.  (1)  To  furnish  the  child  with  a  motive  for  learning  to 
read,  by  the  use  of  such  stories  as  irill  arouse  in  him  the  desire 
to  acquire  stories  other  than  those  told  him. 

(2)  To  provide  a  method  of  procedure  which  will  be  apprecia- 
tive of  the  six-year-old  child's  interests  'and  capabilities. 

Mother  Goose  Rhymes.  The  use  of  Mother  Goose  rhymes 
affords  an  excellent  connecting  link  between  the  home  or  the 
kindergarten  and  the  first  grade.  The  rhymes  are  kept  in- 
tact. The  characters  found  in  the  rhymes  are  introduced 
in  the  stories.  The  stories  are  based  upon  experiences 
common  to  children.     The  following  rhymes  are  used  : 

Handy,  Spandy. 


Little  Bo  Peep. 
Little  Miss  Muffet. 
Humpty  Dum])ty. 
Little  Jack  Horner. 
Hey,  Diddle,  Diddle. 
Old  Mother  Hubbard. 
See,  Saw,  Marjory  Daw. 
Dickory,  Dickory,  Dare. 

Stories.     The  following 
Bo  Peep  and  Her  Sheep. 
Humpty  Dumpty's  Fall. 
Jack  Horner  and  the  Pie. 
Mrs.  Sugar  Bowl's  Party. 
Mother  Hubbard's  Party. 
Red  Hen's  Nest. 
Red  Hen  and  Brown  Fox. 


Ding,  Dong,  Bell. 

Little  Boy  Blue. 

Bye,  Baby  Bunting. 

Simple  Simon  Went  A-Fishing. 

Baa,  Baa,  Black  Sheep. 

Mistress  Mary. 


are  the  basic  stories  : 

The  Cat  and  the  Goose. 
The  Little  Tin  Soldier. 
Boy  Blue  and  the  Drum. 
Bunny  Bunting. 
Why  the  Rabbit  Laughed. 
The  Buckwheat  Boy. 
The  Naughty  Billy  Goat. 

23 


The  supi)leiiiciilary  slorieti  arc  : 

Dish  and  Mrs.  Sugar  Bowh  Gray  Duck  and  Brown  Fox. 

The  Cat  and  Miss  Muffet.  The  Greedy  Lion. 

Red  Fox  and  the  Nest. 

Classroom  Decoration.  A  child  is  influenced  hirgely  by 
his  environment.  If  his  home  environment  has  been  harmful 
to  his  power  of  ima^^ery,  it  is  the  duty  of  the  school  to  correct 
this,  and  to  give  the  child  every  opportunity  to  enjoy  in  the 
fullest  sense,  the  emotions  developed  through  child  litera- 
ture —  Mother  Goose  rhymes.  An  excellent  opportunity  is 
afforded  in  classroom  decoration,  by  the  use  of  pictures 
illustrating  the  characters  found  in  the  Mother  Goose  rhymes, 
because  they  give  an  atmosphere  to  the  classroom,  and  in- 
terest children.  The  upper  part  of  the  blackboard,  or  the 
space  on  the  wall  immediately  above  it,  may  be  used  for  a 
border.  The  pictures  may  be  drawn,  or  they  may  be  cut 
out  and  mounted  on  a  suitable  background. 

Games  and  Rote  Songs.  The  following  games  and  rote 
songs  are  suggested  for  use  in  the  first  half  year : 

Games. 

Visiting  Game.  Tell  My  Name. 

Jack  Be  Nimble.  Telling  the  Sound. 

The  Musicians.  Little  Soldiers. 

Visit  to  the  Farmyard.  The  King  of  France. 

Visit  to  the  Menagerie.  Fox  and  Squirrel. 
Visit  to  the  Toy  Shop. 

Rote  Songs. 

Little  Bo  Peep.  Hey,  Diddle,  Diddle. 

Little  Jack  Horner.  Little  Boy  Blue. 

Humpty  Dumpty.  See,  Saw,  Marjory  Daw. 

24 


MOTHER   (iOOSE   RHYMES 

Little  Bo  Peep 

Little  Bo  Peop  has  lost  her  sheep. 
And  can't  tell  where  to  find  them. 
Leave  them  alone,  and  they'll  eome  home, 
Wagging  their  tails  l)eliind  them. 

Little  Miss  Muffet 

Little  Miss  Muft'et 

Sat  on  a  tuffet, 

Eating  her  curds  and  whey. 

There  came  a  big  spider, 

Who  sat  down  beside  her, 

And  frightened  Miss  Muffet  away. 

Humpty  Dumpty 

Humj)ty  Dumpty  sat  on  a  wall, 

Humpty  Dumpty  had  a  great  fall. 

All  the  king's  horses  and  all  the  king's  men 

Can  not  put  Humpty  Dumpty  togetlier  again. 

Little  Jack  Horner 

Little  Jack  Horner  sat  in  a  corner, 
Eating  his  Christmas  pie. 
He  put  in  his  thumb  and  pulled  out  a  plum, 
And  said,  "  What  a  good  boy  am  I!  " 

Hey,  Diddle,  Diddle 

Hey,  diddle,  diddle, 

The  cat  and  the  fiddle, 

The  cow  jumped  over  the  moon. 

25 


The  little  dog  laughed 

To  see  such  sport, 

And  the  dish  ran  away  with  the  spoon. 

Old  Mother  Hubbard 

Old  Mother  Hubbard 

Went  to  the  cupboard 

To  get  her  poor  dog  a  bone. 

But  when  she  got  there 

The  cupboard  was  bare, 

And  so  the  poor  dog  had  none. 

See,  Saw,  Marjory  Daw 

See,  saw,  Marjory  Daw, 

Jack  shall  have  a  new  master. 

He  shall  have  but  a  penny  a  day. 
Because  he  can't  work  any  faster. 

Dickory,  Dickory,  Dare 

Dickory,  dickory,  dare, 

The  pig  flew  up  in  the  air. 

The  man  in  brown  soon  brought  him  down, 

Dickory,  dickory,  dare. 

Handy,  Spandy 

Handy,  Spandy,  Jack-a-Dandy, 
Loves  plum  cake  and  sugar  candy. 
He  bought  some  at  a  grocer's  shop. 
And  out  he  came,  hop,  hop,  hop. 

26 


Ding,  Dong,  Bell 

Ding,  (long,  l>ell, 
Pussy's  in  the  well. 
Who  put  her  in  ? 
Little  Tommy  Green. 
Who  pulled  her  out  ? 
Little  Tommy  Trout. 

Little  Boy  Blue 

Little  Boy  Blue,  come  blow  your  horn. 
The  sheep's  in  the  meadow,  the  cow's  in  the  corn. 
Wliere's  the  little  hoy  that  looks  after  the  sheep  ? 
Under  the  haystack  fast  asleep. 

Bye,  Baby  Bunting 

Bye,  Baby  Bunting, 
Father's  gone  a-hunting, 
To  get  a  little  rabbit  skin, 
To  wrap  his  Baby  Bunting  in. 

Simple  Simon 

Simple  Simon  went  a-fishing 
For  to  catch  a  whale. 
All  the  water  that  he  had 
Was  in  his  mother's  pail. 

Mistress  Mary 

Mistress  Mary,  quite  contrary, 
How  does  your  garden  grow  ? 

With  silver  bells  and  cockle  shells, 
And  pretty  maids  all  in  a  row. 

27 


Baa,  Baa,  Black  Sheep 

Baa,  baa,  Black  Sheep, 
Have  you  any  wool? 

Yes,  sir,  yes,  sir. 

Three  bags  full. 

One  for  my  Master, 
One  for  my  Dame, 

And  one  for  the  little  boy 
Who  lives  in  the  lane. 


ADDITIONAL   RHYMES 

Short  Vowels 

Rah,  reb,  rib,  rob,  riib. 

Three  little  men  in  a  tub, 

A  butcher,  a  baker,  a  candlestick  maker, 

Riib,  reb,  rib,  rob,  rill). 

Long  Vowels 

Fa,  fe,  fl,  fo,  fu, 
Kitty  said,  "  Mew,  mew!  " 
The  clock  struck  one. 
The  mouse  ran  down, 
Fa,  fe,  fi,  fo,  fu. 

Jack  Be  Nimble 

Jack  be  nimble, 
Jack  be  quick, 
Jack  jump  over 
The  candlestick. 

28 


Slippety,  Slip 
This  is  the  way  we  slide  on  the  ice, 

Slippety,  slip,  slippety,  slide. 
This  is  the  way  we  slide  on  the  ice, 

All  on  a  winter's  morning. 

The  Fox 
The  fox  jumped  up. 

On  a  moonlight  night; 
The  stars  were  shining, 

And  all  was  bright ; 
"  O,  ho  !  "  said  the  fox, 
"  It's  a  very  fine  night 
For  me  to  go  through  the  town,  O !  ' 

Singsong 
Merry  are  the  bells, 
And  merrily  they  ring  : 

Ding,  dong ! 

Ding,  dong ! 
"  Don't  cry,"  they  say, 
"  Be  happy  and  gay ;  " 

Singsong ! 

Singsong ! 
Ding,  dong,  bell. 

A  Fay  and  an  Elf 

A  fay  and  an  elf 

Went  hunting  for  wealth. 

And  gathered  some  honey  soon. 
They  found  no  money. 
So  ate  the  honey  ; 

An  oak  leaf  they  used  for  a  spoon. 

29 


gamp:s  for  recreation 

Visiting  Game 
The  children  change  seats  in  response  to  commands  : 

To  the  riglit,  —  change. 
To  the  left,  —  change. 

Have  one  line  of  children  rnn  around  the  room  to  the 
seats  left  vacant  by  the  changing  of  seats.  This  is  continued 
until  the  children  reach  their  original  places.  Give  only 
one  direction  at  a  time. 


Jack  Be  Nimble 

The  children  repeat  the  rhyme,  as  they  run  and  jump 
over  an  object  representing  a  candlestick : 

Jack  be  nimble, 
Jack  be  quick. 
Jack  jump  over 
The  candlestick. 


The  Musicians 
The  children  sing  and  make  appropriate  gestures  : 

"  I  am  a  gay  musician. 
From  Music  Land  I  come. 
I  can  play  sweet  music 
Upon  my  fiddle.'' 

Other  instruments  :    drum,  fife,  cornet,  cymbals,  piano. 

30 


Visit  to  the  Farmyard 

The  teaclier  names  an  animal,  or  bird,  and  tlie  children 
give  its  characteristic  call  or  sound. 

Sheep  (Baa,  baa). 

Cow  (Moo,  moo). 

Goose  (S-s-s) . 

Duck  (Quack,  quack). 

Chicken  (Peep,  peep). 


Visit  to  the  Menagerie 

The  teacher  names  an  animal  or  l)ird  and  the  children 
make  its  characteristic  movement. 

Elephant      (Move  trunk). 
Kangaroo     (Jump,  hop). 
Bird  (Fly). 

Duck  (Waddle). 

Chicken        (Scratch) . 


Visit  to  the  Toy  Shop 

The   teacher   names   an    object,    the   children   make   the 
appropriate  sound  or  movement. 


Engine 

(Ch,  ch). 

Bicycle 

(Wheels). 

Horn 

(Blow). 

Flag 

(Wave). 

Drum 

(Beat). 

Skate 

(Skating  movement) 

31 

Tell  My  Name 

Mary  is  hiiiulfolded.  Tlie  leacliei'  points  silently  lo  a 
member  of  the  class  who  says,*"  Good  morning,  Mary." 

Mary  replies,  "  Good  morning,  Kate."  This  is  continued 
with  other  children  until  Mary  fails  to  give  the  correct  name. 

Telling  the  Sound 

The  teacher  strikes  various  objects,  as  a  bell,  a  book,  or  a 
desk,  while  the  children  look  and  listen.  Then  they  close 
their  eyes  and  the  teacher  strikes  one  of  these  objects.  The 
children  tell  which  object  was  struck. 

Little  Soldiers 

We  walk  straight  down  the  aisle, 

We  right-about  face, 

We  clap,  clap,  clap. 

We  tap,  tap,  tap. 

And  run  back  to  our  place. 

The  King  of  France 

The  King  of  France, 

With  forty  thousand  men, 
Marched  up  the  hill. 

And  then  marched  down  again. 

Waved  his  flag,  Beat  his  dram,  etc. 

Fox  and  Squirrel 

The  children  sit  at  their  seats,  facing  each  other  in  the 
aisles.  A  bean  bag  or  l)all  (the  squirrel)  is  passed  zigzag 
down  the  aisle,  followed  by  another  object  (the  fox).  The 
fox  tries  to  overtake  the  squirrel  before  the  end  of  the  line 
is  reached.     (Bancroft.) 

32 


ROTE   SONGS 
LITTLE  BO  PEEP 


m 


&2fi^ 


Lit  -  tie     Bo     Peep      has      lost      her    sheep,  And 


^ 


can't  tell     whereto  find    them.Leave  them  a  -  lone,  and 


g 


^^t=t 


W=it 


s 


p 


^ 


:S=t* 


they'll  come  home,  Wag-ging  their  tails  be -hind  them. 


HUMPTY    DUMPTY 


m 


^^ 


^?- 


^    ^- 


=5=^ 


Hump- ty  Dump-ty    sat    on     a    \vall,Hump-ty  Dump-ty 


N f' — :rN 


F=Fk=?=^ 


:^=^ 


^-^J      JJJ-^-^ 


^      ^ 


M=gL 


^ — • 


had  a  great  fall ;  All  the  king's  horses  and  all  the  king's  men, 


m 


n 


w 


1: 


:|t=t!: 


* 


il^lt 


^=^ 


-^5f-=v 


Can  not  put  Hump-ty  Dump-ty  to  -  geth  -er     a-gain. 

ST.    FR.    MANUAL — 3  33 


LITTLE   JACK    HORNER 


zia 


msE^EEE^EE} 


^ 


Lit  -  tie   Jack  Horn   -  er      sat       in 


cor  -    ner 


:*: 


i 


#=^^ — i- — #- 


:3 


N 


Eat-ing  his  Christmas    pie;     He  put     in     his  thumb  and 


m 


±z=«t 


pulled  out   a  plum,  And  said,  "What  a  good  boy  ^m    I !  " 


HEY,    DIDDLE,  DIDDLE 


»i^ 


EEb-* — =• • • H 


He}',  did  -  die,  did  -  die,  The  cat   and   the    fid  -  die,  The 


^m^ 


cowjumpedo  -  ver  the  moon. The    lit -tie  dog  laughed  To 


r=P= 


1^ 


=P=^: 


J ^- N N N- 

=^     -J      -J- 


^n- 


--^ 


JtUt 


see  such  sport,  And  the  dish  ran   a  -  way  with  the    spoon. 

34 


SEE,    SAW,    MARJORY    DAW 


See,    saw,  Mar  -  jo  -  ry  Daw,  Jack  shall  have    a    new 


^1= 


S 


n » » — #- 

mas  -  ter;         He    shall  have  but     a     pen  -  ny      a    day, 


I 


:n=^ 


Be  -  cause    he    can't  work    an   -    v        fast   -    er. 


LITTLE    BOY    BLUE 


r^^T 

1 

N 

^ 1 

/\    W  k'>      m             m 

^                   ^ 

m 

P 

J 

fv^y  Bo    r        1          ■"■        ^ 

J                   ^ 

VT7        O        J 

1               1 

\j 

^                              1 

Lit  -  tie 

k'           1 
Boy  Blue, 

come    blow    your 

horn ;  The 

x , " 

' 

r^           1 

/fWw0          m 

*                3 

« 

f 

J 

1                   "1 

f\\^\>   r        r        :         1         : 

^ 

J             1        ' 

V- u         ^         L' 

y          y 

^ 

»                 « 

sheep's   ii 

1 

the   mead  - 

S           S           K 

o\v, 

the  cow's 

in      the    corn. 

V,  " 

^                   V           K'            1  ' 

■ 

X  U  u,     J           a 

^'        ^'        ^ 

. 

J 

P 

«         «         «        1 

irrv'^  p»         •         -■-■- 

1  VM; 

>         y                  ' 

J 

\\niere's  the 

lit-  tie  boy 

that  looks  aft 

-  er      tlie  sheep? 

[y      17 

m               1 1 

/T  b  b    ^ 

P 

•          » 

«           • 

1                         •                   i               "        II 

r                        1 

1  ^-^    — ^ — 1 

— U 

— ]/ U 

-^ U 

LJ r 1 u 

He's      un  -  der     the     hay  -  stack,   fast        a  -  sleep. 

35 


iiABrrs 

1.  Good  Posture.     Sitting  and  standing. 

2.  Holding  the  Book.  See  that  children  hold  hooks  at 
proper  distance  from  the  eye,  and  that  the  page  is  held  at 
right  angle  to  the  line  of  vision,  to  prevent  eyestrain.  Chil- 
dren need  to  use  both  hands  when  holding  a  book  for  reading, 
because  the  nerve  energy  is  thus  equally  distributed  to  both 
hands.  A  child  has  not  sufficient  power  of  inhibition  to 
control  the  unemployed  hand  without  being  uncomfortably 
conscious  of  it. 

3.  Turning  the  Pages.  Children  should  be  taught  from 
the  beginning  to  value  their  books  as  friends,  and  to  care  for 
the  books.  They  should  be  shown  how  to  turn  the  pages, 
from  the  wpjper  right-hand  corner  when  going  forward,  and 
from  the  loiver  left-hand  corner  when  passing  backward,  using 
the  right  hand,  in  each  case,  for  turning  the  page. 

4.  Pointing.  When  it  is  necessary  for  the  child  to  point, 
in  order  to  follow  the  reading,  he  should  point  to  the  first 
word  only  of  each  line  and  not  to  separate  words.  The  eye 
should  follow  the  line  ahead  of  the  voice  in  reading. 

5.  Reading.  Words  are  read  more  easily  when  combined 
in  a  group  or  a  sentence.  The  child  should  be  trained  to 
read  in  word  groups  or  sentences,  and  he  should  acquire  this 
habit  from  the  beginning. 

6.  Keeping  the  Place.  The  teacher  indicates  the  first 
word  of  sentences,  one  after  the  other,  at  the  blackboard. 
The  children  read  silently,  following  the  teacher  with  each 

36 


sentence  until  she  stops  and  raises  the  pointer.     This  is  the 
signal  for  the  children  to  give  the  next  sentence  aloud. 

7.  Enunciation.  A  pleasantly  modulated  voice  and  clear 
enunciation  should  be  employed  in  reading.  Give  tests  for 
clear  articulation,  using  word  groups  or  sentences  in  which 
alliteration  occurs.  For  example :  Bye,  Baby  Bunting;  She 
sells  sea  shells. 

8.  Quick  Perception.  (1)  The  teacher  begins  a  sentence 
anywhere  on  the  page,  and  the  child  who  first  finds  the 
place  rises  and  reads.  (2)  Children  have  books  closed  over 
their  fingers.  At  a  given  signal  they  open  them  for  a  second, 
until  the  teacher  says  books  closed.  Then  each  child  tells 
what  he  saw  at  the  glance. 

DEVrCES  —  LANGUAGE 

I.  Pictures.  (1)  Interpretation.  The  teacher  directs  the 
children  to  open  their  books  to  the  rhyme  or  the  story. 
Through  conversation  she  guides  them  in  the  interpretation 
of  the  picture  or  series  of  pictures  illustrating  the  rhyme  or 
story:  (a)  The  characters  are  introduced.  (6)  The  chil- 
dren tell  what  the  characters  are  doing,  (c)  They  repeat  the 
conversation  between  the  characters,  (d)  They  observe  the 
animals  and  objects  in  the  pictures  —  characteristics, 
actions,  color,  etc. 

(•2)  Dialogue.  Children  act  the  parts  of  the  characters 
in  the  picture  and  repeat  the  dialogue. 

(3)  Visualization.  Children  visualize  the  picture.  One 
child  is  called  upon  to  perform  an  act  suggested  in  the  pic- 
ture, and  another  child  tells  the  rhyme  or  the  part  of  the 
story  acted. 

37 


(4)  Pantomime.  A  child  interprets  the  picture  by  means 
of  motions  or  facial  expression. 

(5)  Animals.  Children  develop  common  characteristics 
of  the  animals  shown  in  the  pictures. 

(6)  Play.  Children  play  the  game  suggested  in  the  pic- 
ture: Use  toys  and  other  objects. 

(7)  Compariso7i.  The  children  are  asked  to  compare 
pictures.  For  example:  See  Humpty  Dumpty  in  two  pic- 
tures, Reader,  First  Year  —  First  Half,  pp.  12  and  13. 

(8)  Association.  The  child  recalls  a  rhyme  or  story  by 
means  of  the  pictures. 

(9)  Thought-groups.  The  children  interpret  the  picture 
and  tell  the  thought-group,  or  larger  thought  unit  which 
the  picture  suggests. 

(10)  Plot.  Children  tell  the  possible  plot  of  a  story  that 
a  series  of  pictures  suggests  to  them. 

(11)  Climax.  The  children  suggest  a  possible  climax  to 
a  story  by  means  of  the  pictures. 

(12)  Origination.  Children  may  improvise  stories  from 
the  pictures. 

2.  Dramatization.  (1)  Children  dramatize  Mother  Goose 
rhymes  selected  by  the  teacher. 

(2)  The  teacher  mentions  a  word  from  one  of  the  rhymes 
and  asks  which  child  can  be  the  first  to  tell  the  rhyme,  and 
act  the  part,  containing  the  word  given.  For  example,  the 
teacher  says,  "  Sheep."  The  child  answers,  "  Little  Bo  Peep 
has  lost  her  sheep." 

(3)  The  teacher  gives  one  word  of  a  rhyme.  A  child  gives 
a  rhyming  word,  repeats  the  Mother  Goose  rhyme,  and 
dramatizes  it.  For  example,  the  teacher  says  wall.  Child 
says  fall,  and  repeats  the  rhyme,  Humpty  Dumpty. 

38 


(4)  Pantomime.  The  cliilcl  recnlls  a  rhymo  or  thought  hy 
means  of  motions  or  facial  oxi)r(\ssion.  The  child  who  t  hinks 
he  knows  the  rhyme  or  thought  may  repeat  it. 

(5)  Children  represent  characters  in  a  story.  For  ex- 
ample: Have  the  children  in  the  first  row  of  seals  repre- 
sent Little  Bo  Peep.  All  the  children  in  the  second  row 
represent  Little  Jack  Horner,  Little  Miss  Muffet,  or 
Humpty  Dumpty.  Each  Little  Bo  Peep  in  turn  says  to 
her  partner  in  the  second  row, 

Little  Jack  Horner, 

or 
**  Please,  \  Little  Miss  Muffet,  \  help  me  find  my  sheep." 

or 
Himipty  Dumpty, 

Then  each  pupil  in  the  second  row  replies,  **  Leave  them 
alone  and  they'll  come  home."  The  other  rows  may  be 
given  the  same  exercise. 

(6)  One  child  may  give  the  descriptive  parts,  while  other 
children  dramatize  the  story. 

(7)  Refrain.  Children  at  their  seats  may  repeat  the  re- 
frain, when  it  occurs  in  a  story,  while  other  children  drama- 
tize. For  example:  The  Buckwheat  Boy;  Run,  Run, 
Ahoy,  Ahoy,  etc. 

(8)  Gesture.  Children  at  their  seats  make  appropriate 
gestures,  while  other  children  dramatize  the  story. 

(9)  Children  dramatize  the  story,  omitting  the  descriptive 
parts  of  the  story. 

(10)  Children  choose  characters,  stage  setting,  etc.,  and 
dramatize  the  story.  They  should  be  encouraged  to  use 
their  own  initiative  in  the  dramatization. 

39 


3-  Oral  Reproduction.  (1)  Tlio  story  is  divided  into 
thought-groups  by  the  teacher,  or  the  children  select  the 
thought-groups  by  aid  of  the  pictures  or  the  teacher's  ques- 
tioning. The  thought-groups  are  reproduced  by  the  chil- 
dren. 

(2)  The  teacher  gives  a  sentence  from  a  story,  and  asks 
the  child  to  give  the  sentence  in  another  way  or  in  his  own 
words.     (Paraphrase.) 

(3)  The  teacher  gives  a  choice  of  words,  for  example, 
disappeared,  vanished,  hid,  and  asks  a  child  to  give  an  origi- 
nal sentence,  using  one  of  Ihe  words. 

(4)  The  teacher  writes  on  the  blackboard  a  series  of 
questions.  The  children  read  silently,  and  are  then  called 
upon  to  answer  the  questions  orally. 

(5)  The  story  as  a  whole  is  reproduced  by  the  children, 
the  teacher  assisting  by  questions. 

(6)  The  thought-groups  or  the  story  as  a  whole  is  given  in 
the  children's  own  words. 

(7)  The  teacher  places  a  thought-group  upon  the  black- 
board. The  children  read  silently,  and  then  one  child  is 
called  upon  to  perform  an  act  showing  that  he  under- 
stands what  is  written.  The  thought-group  is  then  read 
orally. 

(8)  One  child  reads  the  story  to  the  class.  The  children 
have  their  books  closed  and  listen  to  the  story.  The  child 
pauses  at  the  end  of  a  thought-group.  The  teacher  calls  upon 
children  to  reproduce  the  thought-groups. 

(9)  Different  children  are  called  upon,  each  to  read  a 
thought-group  to  the  class,  and  other  children  reproduce  the 
thought-group.     The  story  is  finally  reproduced  as  a  whole. 

(10)  Reproduce  a  sentence  expressing  emotion.  For 
example,  "  Oh,  I  am  so  frightened!  " 

40 


DEVICES -SENTENCES,   WORD   GROUPS,   SIGHT 

WORDS 

I.   blackboard 


Little  Bo  Peep  lost  her  sheep. 

She  looked  and  looked 
but  could  not  find  them. 

Then  she  went 
to  Little  Jack  Horner. 
"  Please,  Little  Jack  Horner, 
help  me  find  my  sheep  ! " 

Little  Jack  Horner 
sat  in  a  corner. 

Little  Jack  Horner  said, 
"Leave  them  alone, 

and  they'll  come  home." 


2.   Cliarts 


3.  Perception  Card.s 


looked  and  looked 

could  not  find  them 

Then  she  went 

Leave  them  alone 

Little  Bo  Peep 

Little  Jack  Horner 

Little  Miss  MufTet 

Humpty  Dumpty 

Little 

Please 

sheep 

help 

corner 

said 

found 


looked  and  looked 


Then  she  went 


sheep 


found 


4.  Matching.  The  teacher 
holds  a  perception  card. 
The  child  tells  what  is  on 
the  card,  and  then  takes  the 
card  and  matches  it  on  the 
blackboard  and  on  the  chart. 


41 


5-  The  teadier  holds  llie  per('oj)tion  cards.  The  cliil- 
dren  have  their  books  open  at  the  story.  They  find  the 
word  group  or  sight  word  in  the  sentence  in  the  story.  A 
child  is  called  upon  to  tell  the  word  group  or  sight  word 
and  also  the  sentence  in  which  it  occurs. 

6.  The  teacher  places  word  group  and  sight  word  cards 
on  the  chalk  tray  at  the  base  of  the  blackboard.  A  child 
chooses  one  of  the  cards,  tells  what  is  on  it,  and  matches  with 
the  same  word  group  or  sight  word  on  the  blackboard  and 
chart. 

7.  The  teacher  covers  a  portion  of  a  word  group  card  and 
has  the  child  name  the  group. 

8.  The  teacher  covers  a  word  group  or  sight  word  in  a 
sentence  on  the  blackboard,  and  the  child  tells  the  word 
group  or  sight  word  covered. 

9.  The  teacher  flashes  a  word  group  or  a  sight  word  card 
and  a  child  tells  what  is  on  the  card. 

10.  The  teacher  flashes  a  word  group  or  sight  word  card, 
and  the  children  give  back  the  sentence  in  the  story  in  which 
the  word  group  or  sight  word  occurs. 

11.  Have  the  word  groups  and  sight  words  on  the  chalk 
tray.  One  child  is  blindfolded  while  another  child  points  to 
one  of  the  cards.  The  child  who  was  blindfolded  asks,  point- 
ing to  each  card  in  turn  and  saying  whatever  is  on  the  card, 
*'  Is  it  looked  and  looked  ?  "  The  children  reply,  "  No,  it  is  not 
looked  and  looked.'^     This  continues  with  each  group  until  he 

finds  the  right  card,  and  the  children  say,  "  Yes,  it  is ." 

Then  all  the  children  find  the  word  group  or  sight  word  in 

42 


their  books.     The  cliildren  are  to  tell  the  sentence's  in  which 
these  word  groups  or  sight  words  occur. 

12.  The  teacher  flashes  a  word  group  or  sight  word  card, 
and  the  children  find  the  same  word  group  or  sight  word  in 
the  story  in  the  book.  A  child  is  called  upon  to  read  the  sen- 
tence in  which  it  occurs. 

13.  A  chart  or  the  blackboard  may  be  used  for  the  follow- 
ing device :  The  teacher  holds  a  bundle  of  long  colored  splints 
or  other  material.  She  points  to  a  word  group  or  sight 
word  with  one  of  the  splints,  and  the  one  who  first  tells 
the  word  group  or  sight  word  receives  the  splint.  This  is 
to 'be  a  rapid  drill. 

14.  The  teacher  holds  the  word  group  or  sight  word  cards, 
flashing  them  one  after  the  other,  indicating  that  when  she 
comes  to  a  certain  card,  the  children  may  clap  or  stand. 

15.  Two  children  race  to  bring  first  to  the  teacher  the  card 
that  is  like  the  word  group  or  sight  word  to  which  the  teacher 
points  in  the  story  on  the  blackboard. "  The  child  who  first 
finds  the  card  tells  the  sentence  in  which  it  is  found. 

16.  The  teacher  places  word  group  or  sight  word  cards 
upon  the  chalk  tray.  The  children  put  their  heads  down 
and  the  teacher  removes  one  of  the  cards.  At  a  signal  the 
children  look  up,  and  one  child  is  called  upon  to  tell  which 
card  was  removed  and  to  give  the  sentence  in  which  the 
word  group  or  sight  word  occurs. 

17.  All  the  perception  cards  are  placed  in  the  chalk  tray. 
Two  children  at  the  front  of  the  room  race  to  see  which 
can  bring  to  the  teacher  the  greatest  number  of  cards.  At  a 
given  signal  the  children  may  bring  all  the  cards  they  know, 
each  child  reading  his  card  as  he  hands  it  to  the  teacher. 

43 


i8.  Tlie  teacher  liolds  a  package  of  word  group  or  sight 
word  cards.  Two  children  step  to  the  front  of  tlie  room. 
The  teacher  flashes  the  cards.  The  one  who  reads  a  card 
first  receives  it. 

19.  Perception  cards  are  pLaced  in  a  row  across  the  chalk 
tray  at  the  front  of  the  room.  A  child  stands  at  each  end  of 
the  tray.  The  object  of  each  is  to  reach  the  card  in  the  cen- 
ter of  the  tray  first.  To  do  this,  he  must  tell  what  is  on  each 
card  before  he  takes  the  next  one  from  the  tray. 

20.  The  teacher  will  begin  to  repeat  a  sentence  until  she 
comes  to  the  word  grouj)  or  sight  word  in  the  sentence  that 
is  to  be  used  for  drill.  She  stops  just  before  that  word. 
The  children  supply  the  word  and  she  points  quickly  to  the 
word  group  or  sight  word  either  on  the  blackboard,  chart,  or 
card.  This  device  may  be  placed  entirely  in  the  hands  of 
the  children,  a  child  beginning  the  sentence,  etc. 

21.  Drill.  The  teacher  flashes  the  perception  cards. 
The  children  stand,  a  row  at  a  time.  Each  child  in  turn 
calls  the  word  group  or  sight  word  flashed  by  the  teacher,  and 
then  takes  his  seat  (Rapid  Drill). 

22.  Action.  Perception  cards  containing  words  that  ex- 
press action  are  to  be  flashed  before  the  class,  and  one  child 
is  called  upon  to  perform  the  act. 

23.  Animals.  Have  a  child  make  the  sound  that  is  char- 
acteristic of  any  animal  in  the  story.  Another  child  is  to 
name  the  animal  and  point  to  the  word  in  his  book.  For 
example,  "  Quack,  quack."  The  child  replies,  "  Duck,"  and 
finds  the  word  duck. 

44 


24-  Characters.  Theiianiesof  tlic  cIi;ii;i(I(m-s  in  llnvslorics 
are  written  upon  cards  and  fastened  upon  I  he  l)louses  of  tlie 
children,  who  are  to  take  tlie  part  of  the  characters  in  the 
dramatization  of  the  stories.  For  example,  Bo  Peep  and 
Her  Sheep.  Have  children  represent  the  characters  in  the 
story.  The  teacher  touches  the  sight  word  perception  cards 
Little,  Please,  help.  She  tells  Bo  Peep  to  go  to  the  other 
characters  and  show  them  that  she  knows  the  words  that 
the  teacher  touched.  For  example.  Bo  Peep  —  "Please, 
Little  Jack  Horner,  help  me  find  my  sheep."  (Use  other 
characters  also.)  Other  words  may  be  used  in  the  same 
manner,  utilizing  all  the  members  of  the  class  for  this 
work. 

25.  Emphasis.  The  aim  of  this  device  is  to  have  the  chil- 
dren find  the  word  groups  and  sight  words  emphasized. 

(a)  The  teacher  gives  the  sentences  in  wdiich  the  sight 
words  in  this  story  occur.  The  children  read  the  empha- 
sized words,  and  then  find  them  among  the  cards  and  on  the 
blackboard. 

(6)  The  teacher  calls  upon  individual  children  to  give 
sentences  emphasizing  the  word  groups  and  sight  words  in 
the  story.  Other  children  are  called  upon  to  read  the  em- 
phasized words,  and  then  find  them  among  the  cards  and  on 
the  blackboard. 

26.  Expression.  The  teacher  gives  a  word  group  or  sight 
word,  orally.  The  children  have  their  books  open,  and  they 
find  the  word  group  or  sight  word  in  the  sentence  in  the  story. 
They  visualize  the  sentence.  One  child  is  then  called  upon 
to  tell  the  sentence,  giving  the  thought  or  emotion  involved 
in  the  sentence. 

45 


27-  Playing  School.  Place  the  perception  cards  on 
the  chalk  tray.  The  little  teacher  will  select  a  word  group 
or  sight  word  card  and  call  upon  some  one  to  read  the  group. 
If  the  child  who  has  responded  reads  correctly,  he  may  be  the 
teacher.  This  game  may  continue  until  all  the  word  groups 
have  been  used. 

28.  Playing  Grown-ups.  Children  may  bring  to  school 
clippings  from  the  newspapers,  containing  known  word 
groups  and  sight  words,  with  these  encircled. 

29.  Cleaning  House.  This  is  a  device  to  be  used  at  the 
end  of  a  lesson.  A  child  may  erase  any  word  group  or  sight 
word  that  he  knows  and  then  put  away  the  same  perception 
card,  saying,  "  Good-by,  Looked  and  looked,'"  or  make  any 
other  remark  including  the  word  group  or  sight  word. 

DEVICES  —  PHONETICS 

1 .  The  teacher  holds  the  perception  cards  on  which  are  the 
key  words  and  phonograms.  The  child  tells  what  is  on  each 
card  and  matches  the  card  with  the  word  and  phonogram  on 
chart  and  blackboard. 

2.  The  teacher  has  placed  beforehand,  on  the  blackboard, 
columns  of  words  containing  initial  phonograms  already 
taught.  Two  children  are  chosen  to  find  a  sound  given  by 
another  child.  Each  of  the  two  children  has  a  pointer,  and 
their  aim  is  to  see  who  first  shall  discover  the  word  contain- 
ing the  sound.  The  one  who  finds  the  word  first  touches 
it  with  the  pointer  and  gives  the  sound. 

46 


3-  The  teacher  writes  an  initial  phonogram  on  the  black- 
board. Tlie  cliihh'CJi  tell  all  the  words  they  can  beginning 
with  this  phonogram,  and  the  teacher  writes  Ihe  words  in  a 
column.  The  children  will  be  interested  to  see  if  the  column 
has  lengthened  from  previous  lessons. 

4.  Place  the  phonetic  cards  containing  the  initial  phono- 
grams on'the  chalk  tray.  The  teacher  gives  the  sound  of  an 
initial  phonogram  and  asks  the  child  to  repeat  the  rhyme  and 
find  the  card  that  contains  the  sound  given. 

5.  The  children  may  find  in  their  books  the  picture  and 
the  rhyme  that  the  word  suggests,  the  initial  consonant  of 
which  has  been  given  by  the  teacher.  For  example,  the 
teacher  makes  the  sound  of  /,  pointing  to  the  phonetic  card 
containing  the  word  find.  The  child  is  to  point  to  the 
picture  and  the  rhyme  of  Little  Bo  Peep. 

6.  Hold  perception  cards  containing  the  word  groups 
before  the  class,  and  call  for  volunteers  to  read  the  word 
groups.  The  teacher  will  say,  "I  find  the  sound  / — ,  in 
looked  and  looked.  Who  can  find  this  sound  ?"  **  I  find  the 
sound/ — ,  in  could  not  find  them,'"  etc. 

7.  Each  child  finds  the  sound  in  a  word  in  the  story  in  the 
book,  and  then  gives  the  word  and  sound. 

8.  Rapid  drill  with  phonetic  cards,  using  the  flash  method. 

9.  The  children  stand,  a  row  at  a  time.  Each  child  in 
turn  calls  the  word  flashed  by  the  teacher,  and  then  takes 
his  seat. 

47 


10.  The  teacher  holds  the  phonetic  cards,  flashing  them 
one  after  another,  indicating  tliat  when  she  comes  to  a  cer- 
tain card,  chikh'en  may  chip  or  stand. 

11.  The  teacher  gives  a  word  belonging  to  a  previously 
taught  family.  The  children  tell  her  to  which  family  the 
word  belongs.  For  example.  The  teacher  says  sat.  The 
child  says  at.  The  teacher  says  7nen.  The  child  says  en. 
This  device  may  be  used  in  the  same  way  for  single  phono- 
grams.    For  example.  The  teacher  says  ^nrf.       Child  says 

/-. 

12.  Words  belonging  to  different  families  are  written  in  a 

column.     For  example, 

sat 

men 

Jail 

ran 

pat 

This  arrangement  calls  for  discrimination  on  the  child's 
part,  as  the  teacher  asks  him  to  find  a  word  that  belongs  to  a 
certain  family,  for  example,  the  at  family.  The  child  points 
to  pat  and  names  the  word  and  the  family. 

13.  Words  arranged  from  different  families  are  written  in 
a  column.  The  teacher  holds  up  one  of  the  family  phonetic 
cards,  and  the  child  points  to  the  word  in  the  list  that  belongs 
to  the  family. 

14.  Head  each  column  with  a  different  family  name,  for 

example, 

at  alt  en  old 

Have  children  dictate  words  belonging  to  these  families,  and 
have  one  child  at  the  blackboard  state  and  point  under  which 

48 


column  the  word  is  to  be  placed.  All  the  words  which  con- 
tain families  and  consonants  already  taught,  the  children 
may  nanje. 

15.  All  the  phonetic  cards  are  placed  in  the  chalk  tray. 
Two  children  at  the  front  of  the  room  race  to  see  which  one 
can  bring  to  the  teacher  the  greatest  number  of  cards.  At 
a  given  signal  the  children  may  take  all  the  cards  they  know, 
telling  each  card  as  they  give  it  to  the  teacher. 

16.  The  teacher  holds  a  package  of  phonetic  cards.  Two 
children  step  to  the  front  of  the  room.  The  teacher  flashes 
the  cards.     The  one  who  reads  the  card  first  receives  it. 

17.  Phonetic  cards  are  placed  in  a  row  across  the  chalk 
tray  at  the  front  of  the  I'oom.  A  child  stands  at  each  end 
of  the  tray.  The  object  of  each  child  is  to  reach  first 
the  card  in  the  center  of  the  tray.  To  do  this  he  nmst 
tell  what  is  on  each  card  before  he  takes  the  next  one  from 
the  tray. 

18.  Place  the  phonetic  cards  on  the  chalk,  tray.  The 
teacher  will  select  a  card  and  call  upon  some  one  to  read  it. 
If  the  child  who  has  responded  reads  correctly,  he  may  be 
the  teacher.  This  game  may  continue  until  all  of  the  cards 
have  been  used. 

19.  Give  each  child  a  strip  of  newspaper  or  other  printed 
matter.     He  is  to  encircle  known  phonograms. 

20.  Making  Rhymes.  The  teacher  says,  "I  am  thinking 
of  a  word  that  rhymes  with  sat.  It  is  not  rat;  it  is  not 
cat.     Who  can  guess  the  word  ?  " 

ST.  HH.  MANUAL 4  49 


ADDITIONAL  AIDS 

1.  Teacher.  "  Find  a  word  that  is  a  color."  The  child 
may  reply,  and  point  to  red,  or  white,  or  brown,  etc. 

2.  Find  a  word  group  that  contains  two  words  alike,  for 
example,  looked  and  looked. 

3.  I  am  thinking  of  a  word  group  which  has  a  word  in  it 
that  makes  me  know  it  is  about  a  little  girl.  What  is  the 
word?     For  example,  "  Then  she  went." 

4.  I  see  a  word  that  shows  me  that  some  one  was  polite. 
For  example,  "  Please,  Little  Jack  Horner,"  etc, 

5.  Who  can  tell  the  first  word;  the  longest  word;  the 
shortest  word;  a  word  that  begins  with  /;  a  word  that  ends 
in  d  ?  a  word  of  two  letters;  a  word  of  three  letters.'* 

6.  Find  a  word  or  phonogram  hiding  within  a  word. 

7.  Select  a  word  or  a  phonogram  and  make  it  grow,  to  aid 
in  blending.     For  example,  ail  —  sail  —  sailing  —  sailboat. 

8.  Find  a  word  or  a  word  group  that  is  a  name.  For  ex- 
ample. Little  Bo  Peep. 

g.  Find  a  word  that  tells  of  something  that  is  good  to  eat. 
For  example,  candy. 

10.  Find    a    word  that   expresses   action.     For   example, 
climb. 

1 1 .  Find  a  word  group  that  asks  a  question.     For  example. 
Will  you  give  me  some  pie  ? 

12.  Find  a  word  group  that  answers  a  question.     For  ex- 
ample. No,  I  will  not. 

13.  Tell  who  is  talking  in  the  story. 

14.  Tell  what  some  one  in  the  story  says. 

50 


PRELIMINARY    PHONICS 

I.  (a)  The  teacher  directs  the  children  to  perform  an  act, 
saying  one  of  the  words  very  slowly,  but  not  separating  the 
sound. 

For  example,  the  teacher  says,  "John,  take  your  pencil." 
The  child  performs  the  act,  thus  showing  that  he  has  syn- 
thesized the  word. 

(6)  The  teacher  reverts  to  this  exercise  many  times  during 
the  day,  calling  upon  different  children,  in  this  way  intro- 
ducing ear  trahiing. 


2.  The  child  attempts  to  give  a  direction,  speaking  one 
of  the  words  with  extreme  deliberation,  in  tlie  same  manner 
as  the  teacher  did. 

Have  a  number  of  different  children  participate  in  this 
exercise  during  the  day,  to  prove  that  they  can  analyze 
words  into  sounds. 


3.  The  teacher  plays  that  she  is  learning  to  talk,  and  all 
that  she  can  say  is  the  first  sound  of  a  word.  She  goes  about 
the  room  touching  objects.  As  she  touches  an  object,  she 
gives  the  first  sound  of  its  name. 

The  children  may  play  the  game  after  she  has  shown 
them  how. 


4.  The  teacher  asks  the  children  to  tell  her  the  first  sound 
of  a  word  that  she  gives. 

For  example,  the  teacher  says,  find.  The  child,  in  turn, 
gives  the  sound  of  /. 


PHONETIC  TYPE  LESSON —  INITIAL 
PHONOGRAMS 

1.  Develop  key  words  as  sight  words  as  follows: 

The  teacher  recalls  the  rhyme  in  which  the  key  word  oc- 
curs, pausing  at  the  key  word,  and  at  the  same  time  writing 
the  word  on  the  blackboard.  For  example,  the  teacher 
says,  Little  Bo  Peep  has  lost  her  sheep,  And  can't  tell  where 
to  —  then  pauses,  saying  and  writing  at  the  same  time,  find. 

Drills  will  be  necessary  to  fix  these  key  words  as  sight 
words.     (See  Devices  —  Phonetics  (1),  p.  46.) 

2.  The  teacher  writes  the  key  word  find  upon  the  black- 
board. She  asks  a  child  to  tell  the  word  and  also  the  first 
sound  of  the  word,  and  then  to  underscore  the  first  sound. 

3.  At  this  point  the  teacher  presents  the  phonetic  per- 


ception card 


find 
f 


and  says,  indicating  the  word  and  the 


letter,  find,  J — .  She  may  call  upon  a  child  to  do  likewise. 
Continue  thus  with  all  other  initial  phonograms. 

(a)  The  teacher  builds  on  the  blackboard  the  lists  found 
in  the  Phonetic  Summary  for  the  story.  This  is  used  for 
the  first  time  in  Steps  26  to  30. 

(6)  The  teacher  asks  the  children  to  give,  orally,  other 
words  having  the  same  initial  phonogram. 

4.  The  teacher  asks  the  children  to  find  the  same  initial 
phonogram  in  other  contexts  in  the  books. 

5.  The  teacher  gives  a  rapid  drill  with  perception  cards, 
using  the  flash  method. 

52 


INTRODUCTORY  PHONETICS  —  FA:\IILIES 

Note.  AfliT  nine  consonants  (initial  phonograms)  have  been  developed,  work 
with  the  families  and  the  blending  of  sounds  begins. 

1,  Develop  key  words  as  si<?lit  words,  as  follows: 

The  teacher  recalls  the  rhyme  in  which  the  key  word  oc- 
curs, then  pauses  at  the  key  word  on  the  blackboard.  For 
exanij)le,  the  teacher  says  Little  Mian  M uffet  —  then  ])auses, 
saying'  and  writing  at  the  same  time,  sat. 

Drills  will  be  necessary  to  fix  the  key  words  as  sight  words. 
(See  Devices  —  Phonetics  (1),  p.  40.) 

2.  The  family  idea  may  be  approached  orally  through  the 
rhyming  of  words.     The  teacher  says,  for  example: 


Uiffet 

bell 

wall 

sing 

sheep 

tuffet 

well 

Jail 

ring 

asleep 

Then  the  teacher  says  to  the  children,  I  will  give  one  word 
and  you  may  give  a  word  to  rhyme  with  it.  For  example, 
the  teacher  says  sat,  and  the  child  says  fat. 

3.  The  teacher  writes  the  key  word  of  the  family  that  she 
wishes  to  develop  on  the  blackboard.  She  asks  the  chil- 
dren what  the  word  is,  and  tells  them  to  give  her  a  word 
rhyming  with  it.  She  then  writes  a  rhyming  word  under 
the  key  word,  and  continues  placing  rhyming  words,  supplied 
either  by  the  children  or  herself,  in  a  column. 

4.  The  teacher  asks  the  children  what  they  notice  about 
this  list.  One  child  answers  that  there  is  something  alike 
in  all  these  words.  To  show  the  teacher  what  he  means, 
he  may  underscore  the  like  part  in  each  word. 

53 


5-  (a)  The  teacher  now  gives  the  h'st  of  words,  very  slowly, 
with  sHght  emphasis  on  the  family,  but  with  no  separation 
of  the  sound,  pointing  to  each  word  as  she  speaks  it. 

(b)  The  teacher  asks  the  children  what  the  like  part  is  that 
they  heard  in  each  word.  They  will  tell  her,  for  example, 
at.  Then  the  teacher  will  say,  pointing  to  at  in  each  word 
of  this  list,  "  At  is  the  family  name." 

(c)  The  teacher  presents  the  phonetic  card  containing  the 


key  word  and  the  family.     For  example. 


sat 
at 


and  she  will 


say,  indicating  the  word  and  the  family  as  she  speaks  them, 
sat  —  at.  Then  the  teacher  says  to  a  child,  pointing  to  the 
word  at  the  same  time,  "  You  may  tell  me  this  ivord  ;  "  and 
then  pointing  to  the  family,  she  says  to  another  child,  "  You 
may  tell  me  this  family." 

6.  The  teacher  says  to  the  children,  "  I  will  show  you  how 
to  play  the  game,  '  Telling  the  Family,'  You  give  me  a 
word,  and  I  will  tell  you  the  family  to  which  it  belongs." 
The  child  says,  for  example,  sing.  The  teacher  says,  ing. 
The  teacher  says,  "  What  did  I  say  that  I  would  do  ?  " 
The  children  answer,  *'  You  said  that  you  would  tell  the 
family."  Then  she  says,  "  Now  you  may  tell  the  family  of 
some  words  that  I  give.""-  She  says  bell.    The  children  say  ell. 

7.  (a)  To  apply  the  visual  recognition  of  families,  it  will 
be  necessary  to  use  the  sight  words  already  taught.  For 
example,  the  teacher  writes  sat  on  the  blackboard  and 
asks  a  child  to  tell  the  word  and  the  family,  and  to  under- 
score the  family. 

(6)  The  teacher  continues  this  exercise  with  familiar  sight 
words  until  the  process  of  recognizing  the  family  in  a  word 
is  fixed  firmly  in  the  child's  mind. 

54 


rilONETIC   TYPE   LESSON  — FAMILIES 

1.  Develop  key  words  as  sight  words  in  the  following  way: 
The  teacher  recalls  the  rhyme  in  which  the  key  wonl  occurs, 
pausing  at  the  key  word,  and  at  the  same  time  writing  the 
word  on  the  blackboard.  For  example,  the  teacher  says, 
Humpty  Dumpty  had  a  great  — ,  she  pauses,  saying  and 
writing  at  the  same  time,  fall. 

2.  The  teacher  writes  on  the  blackboard  the  key  words 
of  the  families  which  she  wishes  to  develop,  and  the  family, 
under  each  key  word.  For  example, /a//.  The  teacher  asks 
a  child  to  tell  what  she  has  just  written. 

3.  The  teacher  then  builds  on  the  blackboard  the  family 
column.     For  example,  fall 

all 

all 

She  asks  a  child  to  read  what  she  has  written. 

4.  Then  the  teacher  places  a  letter  in  front  of  the  family, 
with  no  separation  of  the  letters,  to  form  a  new  word  (visu- 
ally) and  asks  a  child  to  tell  the  word.  For  example:  tall 
(silent  blend). 

(a)  The  teacher  continues  to  build  on  the  blackboard  the 
Hsts  found*  in  the  Phonetic  Summary  for  the  story,  fall 

\  tall 

f  hall 

(b)  Children  give,  orally,  other  words  of  the  same  family. 

5.  The  teacher  asks  the  children  to  find  families  in  other 
contexts  in  the  books. 

6.  The  teacher  gives  a  rapid  drill  with  perception  cards, 
using  the  flash  method. 

55 


SUMMARY.     STEPS  1  to  10 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Rhymes.  Little  Bo  Pcej);  Little  Juek  Horner;  Little  Miss 
Mullet;  Little  Boy  Blue;  Hey,  Diddle,  Diddle;  Old  Mother 
Hubbard ;  Humpty  Dumpty. 

Note.     Teach  the  version  of  the  rhymes  gwen  in  the  Manual,  p|).  2.5  to  29. 

Thought-groups 


1.  P.  9,  10. 

2.  P.  11. 


3.  P.  1*2  (seven  lines). 

4.  P.  12  (begin  with  line  8). 


I.  WORD  GROUPS 

looked  and  looked 
could  not  find  them 
Then  she  went 
Leave  them  alone 


2.  SIGHT  WORDS 


Little  Bo  Peep 
Little  Jack  Horner 
Little  Miss  Muffet 
Humpty  Dumpty 
Little  Please 

3.  PHONETICS 


sheep 

help 

corner 

said 

found 


Note.  Wonts  selected  from  Mother  Goose  rhymes  and  used  for  phonetic  pur- 
poses {Key  Words)  should  be  presented  first  as  sight  words. 

The  sound  o  in  such  words  as  lost,  dog,  moss,  song,  soft,  is  midway  between 
the  sounds  6  in  lot  and  6  in  lord. 


Rhymes 

Key  Words 

Initial  Phonograms 

Little  Bo  Peep 

find 

-f 

Little  Bo  Peep 

lost 

—  I 

Little  Miss  Muffet 

sat 

—  s 

Huni])ty  Dumpty 

men 

—  m 

Little  Bo  Peep 

home 

—  h 

Little  Bo  Peep 

tails 

—  t 

Little  Jack  Horner 

put 

—  P 

Hey,  Diddle,  Diddle 

ran 

—  r 

Old  Mother  Hubbard 

none 

—  n 

Note.     The  Steps  indicate  the  order  in  which  the  work  is  to  be  taken  up.  rather 
than  the  time,  because  classes  vary  in  ability. 

56 


SUGGESTED   CORRELATION.     STEPS   I   lo  10 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

1.  Conversation.     JuLroduction  of  Mother  Goose  c-harac-ters. 
(See  pictures,  Reader,  First  Year —  First  Half,  pj).  4  and  5.) 

2.  Music.     Songs:  Little  Bo  Peep.  Hunipty  Diimpty. 

Little  Jack  Horner.        Hey,  Diddle,  Diddle. 
(See  Manual,  pi).  3.'3  and  34.) 

3.  Memory  Selections.    Rhymes.    (See  Summary,  Steps  1  to  10.) 

4.  Picture  Study.       Masterpieces  —  sheep  and  shef)herd  life. 

5.  Nature  Study.     Sheep;  dog. 

6.  Story-telling.     Bo  Peep  and  Her  Sheep. 
(See  Rea(h'r,  First  Year— First  Half,  pp.  8-1^2.) 

7.  Dramatization.     Rhymes:  Little  Miss  Muftet. 

Hinnpty  Dumpty. 
Old  brother  Hub})ard. 
Story :  Bo  Peep  and  Her  Sheep. 

8.  Analysis.     Thouj^ht-groups. 

Sentences. 

Word  Groups.] 

Sight  Words.   >  (See  Summary,  Steps  1  to  10.) 

Phonetics.         | 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Percei)tion  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Blackboard  and /?oo^-.s ;  Bo  Peep  and  Her  Sheep. 

12.  Visualization  and  Penmanship :  men. 
(See  Summary,  Phonetics,  Steps  1  to  10.) 

13.  Games.    Visiting  Game;  Visit  to  the  Farmyard.     (P.  30,  31.) 

14.  Occupations.     Trace,   cut,   draw,   color   or   mount:  Sheep, 
dog,  wall,  crook,  eggs,  plums,  etc.     Illustrate  the  story. 

15.  Classroom  Decoration.     Make  use  of  children's  handwork. 

57 


DRAMATIZATION 

Basic  Story.     Bo  Peep  and  Her  Sheep. 

Little  Jack  Horner  i.s  siiting  in  a  corner  eating  a  pie. 
Little  Miss  Muffet  is  sitting  on  a  tuffet  eating  curds  and  whey. 
Humpty  Dumpty  is  sitting  on  a  wall. 

Little  Bo  Peep  is  walking  around  the  room,  followed  by  her  sheep. 
The  sheep  disappear.      Bo  Peep  looks,  but  cannot  find  them. 

(Teacher.)  Little  Bo  Peep  lost  her  sheep.  She  looked 
and  looked  but  could  not  find  them.  Then  she  went  to 
Little  Jack  Horner. 

(Little  Bo  Peep.)  "  Please,  Little  Jack  Horner,  help  me 
find  my  sheep!  " 

(Teacher.)  Little  Jack  Horner  sat  in  a  corner.  Little 
Jack  Horner  said, 

(Little  Jack  Horner.)  "  Leave  them  alone,  and  they'll 
come  home." 

(Teacher.)     Then  she  went  to  Little  Miss  Muffet. 

(Little  Bo  Peep.)  "  Please,  Little  Miss  Muffet,  help  me 
find  my  sheep!  " 

(Teacher.)  Little  Miss  Muffet  sat  on  a  tuffet.  Little 
Miss  Muffet  said, 

(Little  Mi.ss  Muffet.)  "  Leave  them  alone,  and  they'll 
come  home." 

(Teacher.)     She  went  to  Humpty  Dumpty. 

(Little  Bo  Peep.)  "  Please,  Humpty  Dumpty,  help  me 
find  my  sheep!  " 

(Teacher.)  Humpty  Dumpty  sat  on  a  wall.  Humpty 
Dumpty  said, 

(Humpty  Dumpty.)  "Leave  them  alone,  and  they'll 
come  home." 

(Class.)  Little  Bo  Peep  found  the  sheep  herself.  The 
sheep  came  home,  wagging  their  tails  behind  them. 

58 


STEP   1 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Note.     Oral  work  predomlnutt's  duririf,'  tlie  first  few  days  (if  school. 

Language.  Conversation:  Introduction  of  Motiier  (ioose 
characters.  (See  Reader,  First  Year  —  First  Half,  pp.  4  and  5.) 
Children  find  in  picture  characters  mentioned  on  paj^e  ;>,  while  the 
teacher  reads  or  recites  this  introdutttion  to  the  Mother  Goose 
World. 


Mother 
rhymes : 


Goose    Rhymes.     Recall    or    develop    the    following 

Little  Bo  Peep. 
Little  Jack  Horner. 
Little  Miss  MufTet. 
Hunij)ty  l)um])ty. 


Note.  Care  should  be  taken  to  secure  f^ood  expression  and  well-modulated  tones. 
Teach  the  version  of  the  rhymes  given  in  this  Manual.  (See  j).  25.)  Have  pictures 
in  the  classroom  of  these  Mother  Goose  characters. 

Teach  the  songs.  Little  Bo  Peep  and  Little  Jack  Horner,  by  rote.  See  Rote 
Songs,  Manual,  p.  33.  The  teacher  sings  the  song  through  first.  Then  the  children 
imitate  her,  as  she  sings  one  line  at  a  time,  using  the  words  of  the  song.  The 
melody  may  be  sung  to  the  syllable  loo,  for  practice  in  pleasant  tones. 


Dramatization.  Rhymes :  Little  Miss  MufiFet  and  Humpty 
Dumpty.  (See  pictures  in  Reader,  First  Year  —  First  Half,  pp. 
7,    VI,  13.     See  Manual,  pp.  38  and  39.). 

Music.     Song:  Little  Bo  Peep.     (See  Manual,  p.  33.) 

Phonetics.  See  Preliminary  Phonics,  (1),  Manual,  p.  51.  The 
teacher  gives  directions  to  the  child  to  perform  an  act,  saying  one 
of  the  words  very  slowly,  but  not  se])arating  the  sounds.  F'or 
example:  The  teacher  says,  "  John, /aA*e  your  pencil."     The  child 

59 


performs  the  act,  thus  showing  that  he  has  synthesized  the  word 
take.  The  teacher  reverts  to  this  exercise  many  times  during  the 
day,  using  other  words. 

Picture  Study.  Some  one  of  the  masterpieces  of  sheep  and 
shepherd  Hfe.  (See  also  pictures  of  Bo  Peep  and  Her  Sheep, 
Reader,   First  Year—  First  Half,  pp.  6,  8,  9.) 

Nature  Study.     Sheep. 

Game.     Visiting  Game.     (See  Manual,  p.  30.) 

Occupation.     Trace  and  cut  sheep. 

STEP   2 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language.  Story:  Bo  Peep  and  Her  Sheep.  Tell  the  story, 
and  have  oral  reproduction. 

Note.  The  teacher  should  tell  the  story,  using  the  exact  words  of  the  text.  She 
should  tell  it  in  such  a  way  as  to  appeal  to  the  imagination  and  to  arouse  keen 
interest  and  emotion.  (See  Telling  the  Story,  p.  13.)  The  teacher  assists  the 
child  in  the  reproduction  of  the  story  by  asking  leading  questions.  He  should  be 
encouraged  to  tell  the  story  vividly,  giving  his  own  expression. 

Dramatization.  Bo  Peep  and  Her  Sheep.  (See  Devices  —  Dram- 
atization (5),  p.  38,  also  Word  Groups,  Sight  Words  (24),  p.  45.) 

Music.     Review:  Little  Bo  Peep. 

Nature  Study.     Sheep  and  shepherd  life  continued. 

Phonetics.     See  Preliminary  Phonics  (2),  Manual,  p.  51. 

The  child  attempts  to  give  a  direction,  speaking  one  of  the  words 
with  extreme  deliberation,  in  the  same  manner  that  the  teacher 
did,  and  other  children  perform  the  act.  Have  a  number  of  chil- 
dren participate  in  this  exercise  during  the  day,  to  prove  that  they 
can  analyze  words  into  sounds. 

Game.     Visit  to  the  Farmyard.     (See  Manual,  p.  31.) 

Occupation.  Build  Humpty  Dumpty's  wall  of  parquetry 
squares,  trace  around  them,  and  color. 

60 


STEP   3 
Basic  Story.     Ho  I'kkp  and  Ukr  Sheep. 

Language,     i.  Rhymes:  Review  I  ho  rhymes  lauj^lit. 

2.  Diiimalization  :    Ho  Peep  and  Her  Sheep.    (See 
Manual,  p.  58.) 

Music.     Little  Jack  Horner  (New).     (See  Manual,  p.  34.) 
Little  Ho  Peep. 

Reading.  Hlackboard  Work  (The  purpose  of  this  lesson  is 
to  have  the  children  observe  eaeh  sentence  as  it  is  reproduced  on 
the  blackboard.)  :  Re])roduction  of  story,  Bo  Peep  and  Tier  Sheep, 
on  the  blackboard,  throu<;h  the  first  thought-group.  (See 
Reader,  First  Year  —  First  Half,  pp.  9  and  10.  See  also  Manual, 
Blackboard,  p.  14.)  Because  of  the  rei)etition  which  occurs  in 
this  story,  it  will  be  necessary  to  reproduce  on  the  blackboard 
only  the  first  thought-group.  To  introduce  the  characters  Miss 
Muflfet  and  Humpty  Dumpty,  erase  the  previous  character  and 
insert  the  new  one.     Finally  add  the  climax: 

Little  Bo  Peep 
found  the  sheep  herself. 

The  sheep  came  home, 
wagging  their  tails  behind  them. 

Note.  Directions  for  helping  the  children  to  follow  the  reading :  (a)  The 
teacher  stands  at  one  side  of  the  blackboard  so  as  not  to  intercept  the  vision  of  the 
children.  She  holds  the  pointer  horizontally  underneath  the  first  line  on  the 
blackboard,  while  the  children  visualize  the  line;  or  she  may  use  a  sweep  of  the 
pointer,  and  pause  while  the  children  visualize  the  line.  (Do  not  point  to  separate 
words.)  The  children  arc  then  called  upon  to  read  the  line  or  lines  necessary  to 
complete  a  sentence,  orally. 

(6)  The  teacher  indicates  only  the  first  word  in  each  line  or  lines,  w  hile  the  chil- 
dren are  called  upon  to  read  orally. 

(c)  One  child  follows  with  the  pointer  at  the  blackboard,  indicating  only  the 
first  icord  of  each  line,  while  the  teacher  calls  upon  another  child  to  read  orally. 

{d)  The  children  open  books  to  the  page  of  the  story.  As  each  child  is  called 
upon  to  read  orally,  the  children  in  their  seats  visualize,  and  indicate  by  pointing  only 
to  i\\Q  first  word  of  each  line,  that  they  are  following  the  lines  as  these  are  read  orally. 

61 


Do  not  allow  the  rhildren  to  point  to  separate  words  when  reading.  The 
child  should  be  trained  from  the  beginning  to  visualize  words  in  groups.  The 
books  are  arranged  with  a  natural  pause  at  the  end  of  each  line. 

Phonetics.  (See  Preliminary  Phonics  (3),  p.  51.) 
The  teacher  calls  attention  to  the  initial  sounds  of  words  in  the 
following  manner:  The  teacher  plays  that  she  is  learning  to  talk, 
and  all  that  she  can  say  is  the  first  sound  of  any  word.  She  goes 
about  the  room  touching  objects.  As  she  touches  an  object  she 
gives  the  first  sound  of  its  name.  The  children  may  play  the  game 
after  the  teacher  has  shown  them  how. 

Occupation.     Trace  eggs;  make  nests  with  eggs  in  them. 
Illustrate  Humpty  Dumpty. 

STEP  4 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language,  i.  Rhymes:  Little  Boy  Bhie  (New).  Review  all 
rhymes. 

2.  Dramatization  :  Bo  Peep  and  Her  Sheep. 

Music.     Humpty  Dumpty  (New). 
Little  Jack  Horner. 

Reading.     Analysis:  Blackboard  work. 

Note.  The  first  thought-group  (See  Reader,  First  Year  —  First  Half,  pp.  9 
and  10)  is  on  the  blackboard  at  the  time  of  the  presentation  of  this  lesson. 

Devices. 

1.   Sentences.     The  teacher  calls  attention  to  the  fact  that  a  sen- 
tence is  a  part  of  a  story  by  asking  questions  which  will    bring 
about  the  following  oral  statements  : 
(First  Child.)        Little  Bo  Peep  lost  her  sheep. 
(Second  Child.)     She  looked  and  looked 

but  could  not  find  them. 
( Third  Child.)      Then  she  went  to  Little  Jack  Horner. 

62 


2.  Word  Groups,  (a)  The  teacher  reads  the  story,  indicating 
with  crayon  until  she  comes  to  the  word  group  looked  and  looked. 
This  group  she  underscores,  while  saying,  looked  and  looked.  Then 
she  indicates  with  crayon  or  pointer  the  same  group,  and  repeats 
the  word  group.  (6)  She  asks  a  child  to  point  to  the  same  group, 
tell  what  it  is  and  find  the  same  group  on  the  cards  which  are  dis- 
played on  the  chalk  tray  below  the  blackboard.  This  brings  about 
discrimination  on  the  child's  part,  to  select  the  card  from  the  other 
cards  which  comprise  the  word  groups  for  this  story. 

Phonetics.     See  Preliminary  Phonics  (4),  Manual,  p.  51. 
The  teacher  asks  the  children  to  tell  her  the  first  sound  of  any 
word  she  gives.     For  example,  the  teacher  says  find,  and  the  child 

says/—. 

Note.  Use  tlie  words  in  the  Phonetic  Summary,  Steps  1  to  10,  for  this 
lesson. 

Occupation.  Trace  and  cut:  Bo  Peep's  crook;  Miss  Muffet's 
bowl. 

STEP  5 

Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language.     Rhymes:  Little  Bo  Peep. 

Little  Jack  Horner. 
Little  Miss  Mufi'et. 
Humpty  Dumpty. 
Old  Mother  Hubbard  (New). 
Little  Boy  Blue. 

Music.     Review:  Humpty  Dumpty. 

Reading.  Blackboard  work :  Sight  words — LiUle,  Please,  help, 
corner,  said,  found.  (Follow  the  same  directions  for  sight  words 
that  are  given  for  word  groups,  Step  4.) 

63 


Phonetics.     Key  Words:  See  Summary,  Steps  1  to  10. 

See  also  l*hoiietic  Type  Lesson,  liiilial  l*lioiio<i,rams  (1), 

Develop  the  key  irord.s  as  si<>lil  words. 

The  following  plan  is  suggested :  The  teacher  recalls  the  rhyme  in 
which  the  key  word  occurs,  ])ausing  at  the  key  word,  and  at  the 
same  time  writing  the  key  word  on  the  blackboard.  For  example, 
the  teacher  says,  Little  Bo  Peep  has  lust  her  sheep.  And  can't  tell 
nihere  to  —  ,  then  pauses,  saying  and  writing  at  the  same  time,  find. 
Teach  all  the  key  words  for  this  story  in  the  same  manner. 

Drills  will  be  necessary  to  fix  these  key  w^ords  as  sight  words. 
(See  Devices  —  Phonetics,  p.  46  (1).) 

STEP  6 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language.     Review  rhymes  previously  taught. 

Device.  Teacher  gives  a  word  from  one  of  the  rhymes  and  asks 
which  child  can  be  first  to  tell  the  rhyme  containing  the  word  given. 

Illustration.     Teacher  says.  Sheep.     Child  answers, 
Little  Bo  Peep  has  lost  her  sheep, 
And  can't  tell  where  to  find  them. 

Note.  This  exercise  will  serve  a  douhic  purpose,  as  an  aid  in  language,  and  as 
a  word  drill. 

Music.  Children  choose  rote  songs  from  those  taught  in  pre- 
vious lessons. 

Picture  Study.     Dog.     For  example,  "  Saved"  (Landseer). 

Nature  Study.     Dog. 

Reading.     Analysis :  Books. 

Devices.  Teacher  flashes  word  group  card.  Children  find  the 
same  grou]>  in  the  story  in  the  book.  A  child  is  called  upon  to 
read  the  sentence  in  which  the  group  occurs.  (LTse  the  sight  words 
in  the  same  manner.) 

Phonetics.  Repeat  Phonetic  Type  Lesson,  Initial  Phonograms 
(1).     See  Step  5. 

04 


STEP   7 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language,     i.  Rhyiues  :  H<\v,  Diddle,  Diddle  (New). 

Old  Mother  Huhhurd. 
2.  Dramatization:  Bo  Peep  and  Her  Sheep. 

Music.     Hey,  Diddle,  Diddle. 

Reading.     Analysi.s  :  Blackboard. 

iXote.     Have  the  story,  I5o  Peep  and  Her  Sheep,  on  the  blackboard. 

Devices,  i.  Teacher  covers  word  group  or  sight  word  in  a  sen- 
tence on  the  blackboard  and  the  child  tells  the  group  or  word 
covered. 

2.  Teacher  places  word  grouj)  and  sight  word  cards  on  chalk 
tray.  A  child  chooses  one  of  the  cards,  tells  what  is  on  it,  and 
matches  with  the  same  on  blackboard. 

Phonetics.  See  Phonetic  Type  Lesson,  Initial  Phonograms  ('2)  and 
(.'}),  p.  5'i.  Tiie  teacher  writes  the  key  word  firul  upon  the  black- 
board. She  asks  a  child  to  tell  the  word,  and  also  the  first  sound  of 
the  word,  and  to  underscore  the  first  sound      At  this  point,  the 


teacher  presents  the  phonetic  perception  card 


find 
f 


and  says,  in- 


dicating the  word  and  the  letter,  find,  f —  (giving  the  sound) .  The 
teacher  may  call  upon  a  child  to  do  likewise.  Continue  in  the 
same  way  with  all  other  initial  phonograms.  (See  Summary, 
Steps  1  to  10.) 

STEP  8 

Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language.     Dramatization  of  rhymes,  Little  Jack  Horner,  Old 
Mother  Hubbard. 

Music.     Hey,  Diddle,  Diddle  (Review). 

Reading.     Analysis  :  Word  groups  and  sight  words. 

ST.  HR.  MANUAL — 5  65 


Device.  Have  word  group  and  sight  word  cards  on  chalk 
tray.  A  child  is  blindfolded  while  another  child  points  to  one 
of  the  cards.  The  child  is  then  permitted  to  look  at  the  cards. 
He  asks,  pointing  to  each  card  in  turn,  and  saying  whatever  he 
thinks  is  on  the  card,  "  Is  it  looked  and  looked?  "  etc.  The  chil- 
dren reply,  "  No,  it  is  not  looked  and  looked.''  This  continues  until 
the  child  finds  the  right  card  and  the  children  say,  "  Yes,  it  is  — ." 
Then  all  the  children  find  this  word  group  or  sight  word  in  their 
books.  The  children  give  the  sentences  in  which  these  word 
groups  or  sight  words  occur.  The  device  is  continued  with  the 
other  word  groups  and  sight  words  that  are  found  in  the  story. 

Phonetics.  Analysis:  Blackboard.  (Phonetic  Type  Lesson — 
Initial  Phonograms  (2)  and  (3) ;  see  Step  7.) 

Devices,  i.  Teacher  has  placed  on  the  blackboard  columns  of 
words  containing  consonants  already  taught.  Two  children  are 
chosen  to  find  a  sound  given  by  one  of  the  other  children.  Each 
of  the  two  children  has  a  pointer,  and  their  aim  is  to  see  who  shall 
first  discover  the  word  containing  the  sound.  The  one  who  finds 
the  word  touches  it  with  the  pointer  and  gives  the  sound. 

2.  Children  stand,  a  row  at  a  time.  Each  child  in  turn  gives 
the  sound  which  is  flashed  by  the  teacher,  and  then  takes  his  seat. 

STEP   9 

Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language.  Oral  rej^roduction  of  Bo  Peep  and  Her  Sheep  by 
one  c-hild.  Children  at  their  seats  open  books,  and  follow  the 
story,  line  by  line,  as  the  child  tells  it. 

Music.     Have  children  choose  a  rote  song. 

Reading.  Children  dramatize  the  story.  The  children  left 
at  their  seats  follow  the  story  in  their  books  as  the  dramatization 
progresses.  They  may  supply  the  descriptive  sentences.  This 
will  lead  the  children  at  their  seats  to  follow  carefully  in  reading 
the  story. 

66 


Analysis.  Place  all  the  word  groups  and  sight  words  of  this 
story  ou  the  blackboard,  or  use  the  chart  for  the  following  device. 

Device.  Teacher  holds  a  bundle  of  long,  colored  sjilints  or  other 
material.  She  points  to  a  word  group  or  a  sight  word  with  one 
of  the  splints,  and  the  one  who  tells  it  first  receives  the  splint.  This 
is  to  be  a  rai)id,  sj)irited  drill.  The  children  may  count  their 
splints  at  the  end  of  the  drill,  to  find  how  many  groups  or  words 
they  knew. 

Phonetics.  The  children  open  their  books,  and  each  child  finds  a 
sound  in  the  story,  Bo  Peep  and  Her  Sheep,  and  tells  the  sound. 

Note.  The  teacher  should  be  sure  that  the  previous  nine  Steps  have  been 
thoroughly  covered  before  attempting  Step  10.     Review  if  necessary. 

STEP    10 
Basic  Story.     Bo  Peep  and  Her  Sheep. 

Language,  i.  Pantomime:  A  child  recalls  a  rhyme  to  the  other 
children  by  means  of  motions  or  facial  expression.  The  child 
who  thinks  he  knows  the  rhyme  may  repeat  it. 

2.  The  teacher  flashes  the  perception  cards  containing  the  word 
groups  and  sight  words  for  the  story.  The  children  find  the  word 
groups  and  sight  words  in  the  sentences,  in  the  story,  in  the  book. 
The  child  is  called  upon  to  tell  each  sentence,  using  proj)er  em- 
phasis to  interpret  the  thought  or  emotion. 

Reading.  Reading  the  story  as  a  whole  from  the  books,  with- 
out interruption,  other  than  indication  by  the  teacher  of  the  end 
of  the  thought.  Into  this  efifort  should  come  all  of  the  elements 
in  embryo  of  good  oral  reading:  Pleasantly  modulated  voice,  clear 
enunciation,  pleasing  manner  to  the  observer,  and  interpretation 
of  the  thought  and  emotion  involved  in  the  story. 

Phonetics.  Review  the  nine  initial  phonograms.  Rapid  drill 
with  perception  cards,  using  the  flash  method. 

Device.  Give  each  child  a  strip  from  a  newspaper  or  other 
printed  matter.     He  is  to  encircle  known  consonants. 

67 


SUMMARY.     STEPS  11  I «)  15 
Basic  Story.     Humptv  Dumi'ty's  Fall. 

Rhyme.     Huni])ty  Diimpty. 

Thought-groups.     1.  P.  14,  15  (six  lines). 

'i.  P.  15  (begin  with  line  7),  16  (one  line). 
3.  P.  16  (begin  with  line  2). 

I.  WORD   GROUPS  2.  SIGHT  WORDS 

was  eating  Little  Boy  Blue 

give  me  some  No  away 

garden  climbed 

spider  great 

3.  PHONETICS 

Rhymes  :    Little  Miss  Muffet.  Key  Words  :  sat 

Humpty  Dumpty.  men 


Hies  or  Phonograms 

Blending 

sat  —  at 

sat 

tat 

men 

men  —  en 

fat 

pat 

hen 

mat 

rat 

ten 

hat 

Nat 

pen 

Review  Steps  1  to  10,  Initial  Phonograms:  /,  /,  s,  m,  h,  i,  p,  r,  n. 

Note.  In  beginning  the  blend  work  it  is  important  that  the  teacher  give  as 
much  drill  as  possible.  New  blends  should  never  be  developed  until  the  children 
have  mastered  the  old  blends. 

Develop  hey  words  as  sight  words.     Find  the  famili/  in  the  key  word.     For  ex- 


ample 


sal 
at 


Blend  the  initial  phonograms  and  the  family,  with  no  separation  of 


the  sounds  (orally)  or  of  the  letters  (visually),  to  form  new  words.  In  the  be- 
ginning, give  the  children  as  much  practice  as  possible,  in  hlendi7ig.  (See  Intro- 
ductory Phonetics  --Families,  pp.  53  and  54;  also  Phonetic  Type  Lesson  — 
Families,  p.  55.) 

68 


SUGGESTED    COHHELATIOX.     STEPS    11  io  15 
Basic  Story.     IIlmitv  Dumpty's  Eall. 

1.  Conversation.    Compare  Iliiinpty  Duinpty  in  the  t\v()i)ictures. 
(See  i)icturc.s,  Reader,  First  Year    -  First  Half,  pp.  I'i  and  U3.) 

2.  Music.    Teach :  Little  Boy  Blue  (New) .     (See  Manual,  p.  35.) 
Review:  Humpty    Dumpty,    Little    Jack    Horner,    and    Hey, 

Diddle,  Diddle. 

3.  Memory   Selections.      Rhymes:    Humpty   Dumpty,    Little 
Miss  Muffet,  and  Little  Boy  Blue. 

4.  Picture  Study.     Cat.     (For  example,  Adam's  pictures.) 

5.  Nature  Study.     Cat,  spider. 

6.  Story-telling.     Humpty  Dumpty's  Fall.     (See  Reader,  First 
Year  —  First  Half,  pp.  14-16.) 

7.  Dramatization.     Humpty  Dumpty's  Fall.     (See  p.  70.) 

8.  Analysis.     Thought-grou])s. 

Sentences. 

Word  Groups.  1 

Sight  Words.  [    (See  Summary,  Steps  11  to  15.) 

Phonetics.  J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Blackboard  a nd  /Joo/i-."?.-  Humpty  Dumpty's  Fall. 

12.  Visualization  and  Penmanship  :  sat.     (See  Summary.) 

13.  Game.     Tell  My  Name.     (See  Manual,  p.  3'-2.) 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:  Tulips, 
trees,  sjiider  and  web,  cat.     Illustrate  the  story. 

15.  Classroom  Decoration.     Mother  Goose  pictures. 

69 


DRAMATIZATION 
Basic  Story.     IIi'mpty  Dumpty's  Fall. 

Little  Miss  Muffet  is  in  the  garden  ivitli  her  dog.  Humpty 
Dumpty  and  Little  Boy  Blue  come  into  the  garden  and  walk  toward 
Little  Miss  Muffet. 

( Teacher  or  Pupil.)  Little  Miss  Muffet  was  in  the  garden. 
Little  Miss  Muffet's  Dog  was  in  the  garden,  too.  Little 
Miss  Muffet  was  eating  curds  and  whey.  Humpty  Dumpty 
and  Boy  Blue  came  into  the  garden. 

(Humpty  Dumpty.)  "Please,  Little  Miss  Muffet,  give 
me  some  curds  and  whey!  '" 

(Teacher.)  Said  Humpty  Dumpty.  But  Little  Miss 
Muffet  said, 

(Little  3Iiss  Muffet.)     "No." 

(Little  Boy  Blue.)  "  Please,  Little  Miss  Muffet,  give  me 
some  curds  and  whey!  " 

( Teacher.)  Said  Little  Boy  Blue.  But  Little  Miss  Muffet 
said, 

( Little  Miss  Muffet.)     "  No." 

(Teacher  or  Pupil.)  Humpty  Dumpty  put  a  spider  right 
down  beside  her  and  frightened  Miss  Muffet  away.  Then 
the  Dog  ran  after  Humpty  Dumpty  and  Little  Boy  Blue. 
Humpty  Dumpty  and  Boy  Blue  ran  to  the  wall.  Little 
Boy  Blue  climbed  over  the  wall.  But  Humpty  Dumpty 
had  a  great  fall. 


Pantomime.  Have  the  children  act  in  pantomime,  Humpty 
Dumpty 's  Fall.  Pantomime  work  affords  opportunity  for  de- 
veloping bodily  expression.  When  the  child's  body  and  heart  are 
in  accord,  the  result  is  a  living  expression  of  thought. 

70 


STi:r  n 

Basic  Story.     TIitmi'ty  Dumpty's  Fall. 

Language.  1.  Story-telling:  Teacher  tells  the  story,  Humpty 
Dumpty's  Fall.  The  ehiklren  recall  the  story  through  the  use  of 
the  pictures,  Reader,  First  Year  —  First  Half,  pp.  14,  1;5,  16,  13. 

2.    Dramatization:  Humpty  Dumpty's  Fall.     (See  p.  70.) 

Music.     Little  Boy  Blue  (New). 

Humpty  Dumpty  (Review). 

Reading.  Analysis.  Blackboard  work:  Humpty  Dumpty's 
Fall. 

Reproduction  of  story,  Humpty  Dumpty's  Fall,  to  the  bottom 
of  page  15.  Include  also  the  first  line  of  page  16.  (See  Black- 
board Work,  Manual  p.  14.) 

Word  groups  for  the  story  should  be  indicated  in  the  same  way 
as  in  Step  4  (Word  Groups,  a  and  6). 

Phonetics.     See   Introductory   Phonetics  —  Families,  p.  53. 

1 .  Develop  the  key  word  sat  as  a  sight  word.  The  following  plan 
is  suggested:  The  teacher  asks  a  child  to  recite  the  rhyme.  Little 
Miss  Muffet.  Then  the  teacher  recalls  the  part  of  the  rhyme  in 
which  the  key  word  occurs,  pausing  at  the  key  word,  and  at  the 
same  time  writing  the  key  word  on  the  blackboard.  For  example, 
the  teacher  says,  Little  Miss  Muffet,  then  pauses,  saying  and 
writing  at  the  same  time,  sat.  Teach  the  key  word  men  in  the 
same  way. 

2.  Teacher  repeats  in  a  singsong  way  such  pairs  of  rhyming 
words  as  bell,  well;  Horner,  corner;  Muffet,  tufet;  wall,  ball. 
Then  the  teacher  says,  "  Now  I  will  give  you  a  word,  and  see  if 
you  can  give  me  one  that  will  rhyme  with  it,  —  sat.''  One  child 
will  say  rat,  another  pat,  another  cat,  etc.  The  teacher  says  men, 
and  the  children  give  words  that  rhyme  with  men. 

71 


STEP   12 

Basic  Story.     Humpty  Dumpty's  Fall. 

Language.  Recall  all  the  characters  in  the  story,  Humpty 
Dumpty's  Fall.      Rhymes:  Humpty  Dumpty. 

Little  Miss  Muffet. 
Little  Boy  Blue. 
Children  retell  the  story,  Humpty  Dumpty's  Fall. 

Nature  Study.     Spider. 

Reading.  Blackboard:  Reproduce  the  rest  of  the  story, 
Humpty  Dumpty's  Fall,  on  the  blackboard.  (See  Blackboard 
Work,  p.  14.) 

Analysis.  Blackboard  Work.  Sight  Words:  Underline  the 
sight  words  given  for  the  story  in  Summary,  Steps  11  to  15. 
(See  Step  4,  Word  Groups,  (a)  and  {b),  p.  63.) 

Phonetics.     Key  Words  :  sat,  meji.         Families  :  at,  en. 
Introductory  Phonetics  —  Families. 

The  teacher  writes  the  key  word  sat  on  the  blackboard,  asks 
the  children  what  the  word  is,  and  tells  them  to  give  her  a  word 
rhyming  with  it.  She  continues  placing  rhyming  words,  sup- 
plied either  by  the  children  or  herself,  in  a  column :  sat,  fat,  mat, 
hat,  tat,  fat,  rat,  Nat.  (See  Introductory  Phonetics — Families, 
3,  Manual,  p.  53.) 

The  teacher  asks  the  children  what  they  notice  about  this 
list.  One  child  answers  that  there  is  something  alike  in  these 
words.     To  show  the  teacher  what  he  means,  he  may  underscore 

72 


the   like   part   in   each   word.      (Sec    Introductory    Phonetics  — 
FaniiHes,  4,  p.  53.) 

a.  The  teacher  now  gives  the  Hst  of  words  very  sloiclij  willi 
slight  emphasis  on  the  family,  but  with  no  separation  of  the  sounds, 
pointing  to  each  word  as  she  speaks  it.     (See  Manual,  p.  54.) 

h.  The  teacher  asks  the  children  what  the  like  part  is  that 
they  heard  in  each  word.  They  will  tell  her,  at.  The  teacher 
will  say,  pointing  to  at  in  each  word  of  this  list,  at  is  the  family 
name. 

c.  The  teacher  presents  the  phonetic  card  containing  the  key 


word  and  the  family 


sat 
at 


and  will  say,  indicating  the  key  word 


and  the  family  as  she  speaks  them,  s-at,  at. 

Then  the  teacher  says  to  a  child,  pointing  to  the  key  irord  at  the 
same  time,  "  You  may  tell  me  this  word;  "  and  then  pointing  to  the 
family,  she  says  to  another  child,  "  You  may  tell  me  this  family." 

The  teacher  says  to  the  children,  "  I  will  show  you  how  to 
play  the  game  '  Telling  the  Family.'  You  give  me  a  word  and  I 
will  tell  the  family  to  which  it  belongs."  So  the  child  says,  for 
example,  sing.  The  teacher  says  ing.  The  teacher  says,  "  What 
did  I  say  that  I  would  do  .'^  "  The  children  answer,  "  You  said  that 
you  would  tell  the  family."  Then  she  says,  "  Now  you  may  tell 
the  family  of  some  words  that  I  give."  She  says  bell.  The  chil- 
dren say  ell.     (See  Manual,  p.  54.) 

STEP   13 
Basic  Story.     Humpty  Dumpty's  Fall. 
Language.     Dramatization  of  Humpty  Dumpty's  Fall. 

Device.  One  child  may  give  the  descriptive  part  while  other 
children  dramatize.      (See  Dramatization,  p.  70.) 

Music.     Little  Boy  Blue  (Review). 

73 


Reading.  Analysis  :  JJlackhoard  and  Books.  The  story,  com- 
plete, is  on  the  blackboard.  Children  find  in  their  books,  or  on 
the  blackboard,  the  word  group  or  sight  word  indicated  by  the 
teacher,  on  the  cards  displayed  on  the  chalk  tray.  The  children 
give  back  the  sentences  which  contain  these  word  groups  or  sight 
words. 

Phonetics.  Families  a/ and  c^?.  (See  Introductory  Phonetics  — 
Families,  (5)  c.  Manual,  p.  54.) 

STEP    14 
Basic  Story.     Humpty  Dumpty's  Fall. 

Language.     Recall  the  story,  Humpty  Dumpty's  Fall. 

Pantomime.  Children  reproduce  the  story,  Humpty  Dumpty's 
Fall. 

Reading.     Analysis:  Word  groups  and  sight  words. 

Device.  Two  children  race  to  take  first  to  the  teacher,  the  cards 
that  are  like  the  word  groups  or  sight  words  to  which  the  teacher 
points  in  the  story,  Humpty  Dumpty's  Fall.  The  child  who  first 
finds  the  card  reads  the  sentence  in  which  it  is  found. 

Game.     Tell  My  Name.     (See  Manual,  p.  32.) 

Phonetics.     Families  at  and  en. 

I.  See  Introductory  Phonetics  —  Families,  (5)  c,  p.  54. 

The  teacher  presents  the  phonetic  perception  cards,  containing 


the  key  words  sat  and  men,  one  at  a  time,  for  example 


sat 
at 


and 


says,  indicating  the  word  and  the  family,  as  she  speaks  them, 
sat  —  at.  Then  the  teacher  says,  pointing  at  the  same  time  to  the 
key  word,  "  You  may  tell  me  this  word."  Then  pointing  to  the 
family  she  says  to  another  child,  "  You  may  tell  me  this  family." 


She  presents  the  perception  card 


men 
en 


in  the  same  way. 


74 


2.  Device.  The  teacher  says  the  words  bel()n<;iii^-  to  the  at  and 
en  I'aiiiiHes,  and  the  chikh'cn  tell  her  to  which  laniily  cacii  woni 
belongs.     For  example,  teaclier  says  sat ;  child  says  at,  etc. 

STKP    15 
Basic  Story.     Humpty  Dumpty's  Fall. 

Language.     Dramatization:  Hnmpty  Dumpty's  Fail. 

Device.  A  child  at  his  seat  reads  the  descriptive  parts  of  the 
story,  while  other  children  dramatize  the'  story. 

Music.     Review:  Little  Jack  Horner. 

Hey,  Diddle,  Diddle. 
Reading. 

Note.     Drill  precedes  the  book  reading  of  this  story. 

Device.  Word  group  and  sight  word  drill.  Teacher  holds  a 
card  containing  a  word  group  or  sight  word.  The  child  tolls  what 
it  is  and  reads  the  sentence  in  which  it  occurs.  Continue  in 
similar  manner  with  all  the  cards  for  this  story. 

Books.  Children  read  from  the  books,  observing  the  directions 
given  for  reading  the  story  in  Reading  from  the  Book,  Manual, 
p.  19. 

Phonetics.     Families  at  and  en. 

Devices.  1.  Words  belonging  to  the  at  and  en  families  written 
in  columns:  pat,  sat,  hat,  mat;  men,  ten,  hen,  pen. 

Teacher  says  to  a  child,  "  You  may  find  a  word  that  belongs 
to  the  at  family."  The  child  points  to  any  word  belonging  to  the 
at  family  and  gives  the  word,  etc. 

2.  Review.     Place  the  perception  cards  containing  the  key  words 


and  the  initial  phonograms,  for  example 


find 
f 


,  on  the  chalk  tray. 


The  teacher  gives  one  of  the  sounds  antl  asks  the  child  to  tell 
the  rhyme  and  find  the  card  that  contains  the  sound  given. 

75 


SUMMARY.     STEPS  16  lo  IJ) 

Basic  Story.     Jack  TIoknkk  and  the  Pie. 

Rhyme.     Little  Jack  Horner. 
Thought-groups.     1.  P.  18,  19  (six  lines). 

2.  P.  19  (begin  with  line  7). 


I.   WORD   GROUPS 


2.   SIGHT   WORDS 


Will  you                                            pie 

I  will  not                                            thumb 

ran  after  him                                     pulled 

3.    PHONETICS 

Rhymes:  Little  Jack  Horner. 

Humpty  Dumpty. 

Key  Words :  am,  fall 

Families                                          Blending 

am  —  am                             am 

fall 

fall  —  all                           ham 

tall 

ram 

hall 

Sam 

mall 

pall 

Review  Phonetic  Summary,  Steps  11  to  15, 
Blackboard  Review 


I. 

2 

3- 

find— f 

mf 

men 

am       fall 

lost  —  1 

fat 

hen 

ham      hall 

sat   —  s 

mat 

ten 

ram       tall 

etc. 

hat 

l^en 

Sam     mall 
pall 

7G 


SUGGESTED   (  ORRELATION.     STEPS  1(5  to  19 

Basic  Story.     Jack  IIouneu  and  the  Pie.     "^  ' 

1.  Conversation.     Jack  Horner. 

(See  pictures,  Reader,  First  Year  —  First  Half,  ]){).  17,  18.) 

2.  Music.     Teach:    See,   Saw,   Marjory   Daw. 
Review  :  I>ittle  Jack  Horner. 

3.  Memory  Selections.     See,  Saw,  Marjory  Daw  (New) 
Review  :  Humpty  Diim])ty. 

Hey,  IMddle,  Diddle. 

4.  Picture  Study.     Fruit. 

5.  Nature  Study.     Fruit  —  plum,  apple,  etc. 

6.  Story-telling.     Jack  Horner  and  the  Pie. 

(See  Reader,  First  Year  — First  Half,  pp.  18,  19.) 

7.  Dramatization.     Jack  Horner  and  the  Pie.     (See  p.  78.) 

8.  Analysis.      Thought-groups. 

Sentences. 

Word  Groups.  | 

Sight  Words.      (See  Summary,  Steps  16  to  19.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Chart. 
Pictures. 
Books. 

11.  Reading.    Blackboard  and /?oo/.\s.    Jack  Horner  and  the  Pie. 

12.  Visualization  and  Penmanship:    ail.     (See  Summary.) 

13.  Game.     Jack  Be  Nimble.     (See  Manual,  p.  30.) 

Humpty  Dumpty. 

14.  Occupations.     Trace,  cut,   draw,   color,  or  mount :    Tree, 
cornucopia,  plums.     Illustrate  the  story. 

77 


DRAMATIZATION 
Basic  Story.     Jack  Horner  and  the  Pje. 

Characters. 

(1)  Little  Jack  Horner. 

(2)  humpty  dumpty. 

(3)  Little  Boy  Blue. 

Little  Jack  Horner  is  in  the  garden  with  his  dog.  He  is  eating  a 
pie.  Humyty  Dumpty  and  Little  Boy  Blue  come  into  the  garden  and 
ivalk  toward  Little  Jack  Horner. 

{Pupil.)  Little  Jack  Horner  was  in  the  garden.  Little 
Jack  Horner's  Dog  was  in  the  garden,  too.  Jack  Horner 
was  eating  a  pie.     Humpty  Dumpty  came  along. 

{Humpty  Dumpty.)  '"  Will  you  give  me  some  pie,  Little 
Jack  Horner?  " 

(Little  Jack  Horner.)     '*  No,  I  will  not." 

{Pupil.)  Humpty  Dumi)ty  put  in  his  thumb  and  pulled 
out  a  plum.  Then  he  ran  to  the  wall.  Little  Jack  Horner 
ran  after  Humpty  Dumpty.  The  Dog  ran  after  him,  too. 
Humpty  Dumpty  tried  to  climb  over  the  wall.  But  Humpty 
Dumpty  had  a  great  fall. 


Pantomime.  Have  the  children  act  in  pantomime,  Jack  Horner 
and  the  Pie. 

Note.  The  children's  imagination  aids  in  the  dramatization  of  the  story. 
Elaborate  paraphernalia  are  unnecessary,  for  children  delight  in  "make  believe." 
They  should  be  encouraged  to  use  their  own  initiative.  In  many  cases  the  chil- 
dren will  gladly  supply  simple  accessories,  such  as  a  plate  for  Jack  Horner's  pie. 
A  desk  or  table  may  serve  for  a  wall. 

78 


STEP    16 

Basic  Story.     Jack  Horner  and  the  Pie. 

Language,     i.  Teucli  rhyme:  See,  Saw,  Marjory  Daw  (New). 
Review  :  Huin})ty  Duinpty. 

Hey,  Diddle,  Diddle. 

2.  'i\'Il  (lie  story  of  Jack  Horner  and  the  Pie. 

3.  Dramatization  of  Jack  Horner  and  the  Pie.     (See  p.  78.) 

Music.     See,  Saw,  Marjory  Daw  (New). 
Little  Jack  Horner  (Review). 

Reading.  Blackboard  :  Develoj)  the  story.  Jack  Horner  and 
the  Pie,  to  the  end  of  the  first  thought-group  (eleven  lines). 

Phonetics.     Keywords:  am,  fall. 
Families  :       am,  all. 

(See  Introductory  Phonetics  —  Families,  p.  53.) 

(«)  To  apply  the  visual  recognition  of  families,  it  will  be 
necessary  to  use  the  sight  words  already  taught.  For  ex- 
ample, the  teacher  writes  sat  on  the  blackboard,  and  asks  the 
child  to  tell  the  word  and  the  family,  and  to  under, score  the 
family. 

(b)  She  continues  this  exercise  with  familiar  sight  words,  until 
the  process  of  recognizing  the  family  is  fixed  firmly  in  the  chil- 
dren's minds. 

Introduce  am  and  all  in  the  same  way  as  in  Step  11. 

Device.  Place  words  on  the  blackboard  belonging  to  the  at,  en, 
am,  and  all  families.  Teacher  holds  a  bundle  of  splints  and  points 
to  any  word  belonging  to  these  families.  The  one  who  first 
gives  the  word  receives  a  splint. 

79 


STEP    17 
Basic  Story.     Jack  Horner  and  the  Pie. 

Rhymes.     See,  Saw,  Marjory  Daw. 
Old  Mother  Hubbard. 

Language,  i.  Conversation:  Recall  the  story.  Jack  Horner 
and  the  Pie.  (See  picture  in  Reader,  First  Year  —  First  Half, 
p.  18.) 

2.  Pantomime  :  Reproduction  of  Jack  Horner  and  the  Pie. 

Reading.  Blackboard :  Reproduction  of  story,  Jack  Horner 
and  the  Pie,  the  second  thought-group,  ])age  19,  from  Hiimpty 
Dumpty  put  in  his  thumb,  etc.,  to  end  of  page.  (See  Blackboard 
Work,  p.  14.) 

Phonetics.     Families :  am,  all. 

Phonetic  Type  Lesson  —  Families. 

1.  Develop  key  ivords  as  sight  words  in  the  following  way  :  The 
teacher  recalls  the  rhyme  in  which  the  key  word  occurs,  pausing 
at  the  key  word,  and  at  the  same  time  writing  the  word  on  the 
blackboard.  For  example,  the  teacher  says,  Hiimpty  Dumpty  had 
a  great,  —  she  pauses,  saying  and  writing  at  the  same  time, /a//. 
Drills  will  be  necessary  to  fix  these  key  words  as  sight  words. 

2.  The  teacher  writes  on  the  blackboard  the  key  word  of  the 
family  which  she  wishes  to  develop,  and  the  family  under  the  key 
word,  for  example  :  fall.     The  teacher  may  ask  a  child   to  tell 

all 
what  she  has  just  written. 

3.  The  teacher  then  builds  the  family  column.     For  example, 

fall 
all 
all 

She  asks  a  child  to  read  what  she  now  has  on  the  blackboard. 

80 


4-  Then  the  teacher  phices  a  letter  in  front  of  tht;  family,  with 
no  separation  of  the  letters,  to  form  a  new  word,  for  example,  tall 
(silent  blend). 

(a)  The  teacher  continues  to  build  on  the  blackboard  the  list 
found  in  the  Summary  :  f^n 

tall 
hall 

(h)  The  teacher  asks  the  children  to  give  orally  other  words  of 
the  same  family,  not  contained  in  the  list. 

5.  The  teacher  asks  the  children  to  find  families  in  other  con- 
texts in  the  book. 

STEP    18 

Basic  Story.     Jack  Horner  and  the  Pie. 

Language,     i.  Dramatization  :  Jack  Horner  and  the  Pie. 

2.  Rhymes  :  Device.  Recall  Mother  Goose  friends  by  mention- 
ing one  word  in  each  rhyme.  For  example,  teacher  says,  "  Hey." 
Child  repeats  the  rhyme.     Review  all  the  rhymes  in  this  way. 

Reading.  Analysis  :  Blackboard.  The  story,  Jack  Horner  and 
the  Pie,  is  on  the  blackboard.  Use  Device  —  Habits  :  Keeping  the 
Place.     (See  p.  36.) 

Devices.  1.  The  teacher  flashes  the  perception  cards.  The 
child  who  tells  the  word  group  or  sight  word  may  match  it  upon 
the  blackboard  and  chart. 

2.  Place  sight  word  and  word  group  cards  upon  the  chalk 
tray.  Children  put  their  heads  down.  Teacher  removes  one 
of  the  cards.  At  a  signal  the  children  look  up,  and  one  child 
tells  which  card  has  been  removed,  and  then  gives  the  sentence 
in  which  it  occurs. 

Phonetics.  Device,  i.  Rapid  drill.  The  teacher  holds  the 
four  family  cards  already  taught,  flashing  them  one  after  an- 
other,   indicating   that   when    she   comes    to    the   at   family   the 

ST.  HR.  MANUAL 6  81 


children  may  clap,  or  when  she  comes  to  the  en  family  they  may 
stand,  etc. 

2.  The  children  give  words  belonging  to  the  at,  en,  am,  and  all 
families. 

STEP    19 

Basic  Story.     Jack  Horner  and  the  Pie. 

Language.  Device.  The  teacher  may  give  one  word  in  the 
story,  Jack  Horner  and  the  Pie,  and  the  child  will  tell  the  sentence. 
Continue  until  all  the  sentences  of  the  story  have  been  given. 

Music.     See,  Saw,  Marjory  Daw. 

Reading.  Different  children  read  the  descriptive  parts  of  the 
story,  and  others  take  the  dramatic  parts.  Books:  Read  story, 
Jack  Horner  and  the  Pie,  from  books.  (See  Reading  from  the 
Book,  p.  19.) 

Phonetics,     i.  Review  the  families  at,  en,  am,  and  all. 

Device.  Place  the  four  families  at,  en,  am,  and  all,  side  by  side, 
as  heads  of  columns.  Have  children  dictate  words  belonging  to 
these  families,  and  one  child  at  the  board  tell  and  point  to  the 
column  in  which  the  word  is  to  be  placed.  All  words  containing 
consonants  and  families  already  taught,  children  may  name. 

2.  Review  the  initial  phonograms  :  /,  /,  s,  m,  h,  t,  p,  r,  n. 
Devices.     (1)    Place  the  phonetic  cards   containing  the  initial 

phonograms  on  the  chalk  tray.  The  teacher  gives  the  sound  of 
an  initial  phonogram  and  asks  the  child  to  repeat  the  rhyme  and 
find  the  card  that  contains  the  sound. 

(2)  Have  each  child  find  the  initial  phonograms  in  the  story  in 
the  book,  and  tell  the  words  and  the  sounds.  The  brighter  chil- 
dren may  assist  the  slower,  to  find  the  initial  phonograms. 

3.  Rapid  drill  with  the  phonetic  cards,  using  the  flash  method. 


82 


SUMMARY.     STEPS   20  to  25 
Basic  Story.     Mits.  Sugar  Bowl's  Party. 
Supplementary  Story.    Dish  and  Mrs.  Sugar  Bowl. 
Rhyme.     Ilcy,  Diddle,  Diddle. 


Thought-group  s . 


1.  P.  21  (eight  lines). 

2.  P.  21  (hef-in  with  line  9,  through  line  13). 

3.  P.  21  (begin  with  line  14),  22. 


[.    WORD   GROUPS 

2.     SIGHT  WORDS 

were  there 

(1) 

Mrs.  Sug; 

iir  Bowl 

Fork         (2) 

Maid 

Let  us  play 

Little  Sj)oon 

party 

round 

Cat  and  Mouse 

Dish 

ice  cream 

table 

They  played 

Cuj) 

cake 

wash 

danced  together 

Saucer 
Knife 

candy 
laughed 

face 

Nofe.  The  sound  a  in  danced,  grass,  and  the  ajt,  ask,  ast,  and  afh  families,  is 
midway  between  the  sounds  a  in  at  and  a  in  father.  The  a  sound  should  be 
avoided  in  such  words. 


;.     PHONETICS 

[,hymes  :  Hey, 

Diddle 

,  Diddle. 

Key  Words  : 

ran 

Old  Mother  Hubbard. 

old 

Jack  Be  Nin: 

ible. 

jump 

Families 

Blending 

ran  —  an 

ran 

old 

jump 

old  —  old 

fan 

fold 

lump 

jump  —  ump 

man 

sold 

hump 

tan 

hold 

pump 

pan 

told 

Review  Phonetic  Summary,  Steps  16  to  19, 

83 


SUGGESTED  CORRELATION.     STEPS   20  to  25 

Basic  Story.     Mrs.  Sugar  IJowl's  Tarty. 
Supplementary  Story.     Dish  and  Mrs.  Sugar  Hcjvvl. 

1.  Conversation.     The  Party  (Social  and  Ethical). 

2.  Music.     Iley,  Diddle,  Diddle. 

Greeting  Dance  (Popular  Folk  Dances  and  Gaines,  Hofer). 

3.  Memory  Selections.  See,  Saw,  Marjory  Daw  ;  Old  Mother 
Hubbard.     Jack  Be  Nimble  (New). 

4.  Picture  Study.     Cows. 

5.  Nature  Study.     Cow. 

6.  Story-telling.     Mrs.  Sugar  Bowl's  Party. 

Dish  and  Mrs.  Sugar  Bowl. 

7.  Dramatization.     Mrs.  Sugar  Bowl's  Party. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  ] 

Sight  Words.     }  (See  Summary,  Steps  20  to  25.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards.     Pictures. 

Blackboard.  Books. 

Charts. 

11.  Reading.  Blackboard  and  Books:  Mrs.  Sugar  Bowl's 
Party  ;  Dish  and  Mrs.  Sugar  Bowl. 

12.  Visualization  and  Penmanship  :  ran.     (See  Summary.) 

13.  Games.  The  Musicians  (p.  30) ;  The  Mice  (Poulsson) ; 
Greeting  Dance  (Hofer)  ;  Cat  and  Mouse  ;  I  Went  to  Visit  My 
Friend  (Poulsson). 

14.  Occupations.  Trace,  cut,  draw,  color,  or  mount  :  Cup, 
saucer,  knife,  fork,  spoon.     Illustrate  the  story. 

84 


DRAMATIZATION 
Basic  Story.     Mks.  Su(;ah  Bowl's  Party. 

Characters. 

(1)  Mrs.  Sugar  Bowl. 

(2)  Dish. 

(3  and  4)  Cup  and  Saucer. 
(5  and  6)  Knife  and  Fork. 
(7)  Little  Spoon. 

Mrfi.  Sugar  Boirl  is  in  her  home.  Her  guests  are  announced  and 
are  cordially  greeted  by  Mrs.  Sugar  Bowl. 

{Pupil.)  Mrs.  Sngar  Bowl  gave  a  party.  Dish  was 
there.  Cup  and  Saucer  were  there.  Knife  and  Fork  were 
there.     Little  Spoon  was  there,  too. 

(Mrs.  Sugar  Bowl.)     "  Let  us  play  Cat  and  Mouse." 

(Pupil.)     They  played  Cat  and  Mouse. 

Play  the  game.      (Children  may  originate  game.) 

(Mrs.  Sugar  Bowl.)     "  Now  let  us  have  the  party." 

(Dish.)     "  What  fine  ice  cream !  " 

(Knife.)     "  What  fine  cake!  " 

(.4//.)     "  What  fine  candy  !  " 

(Mrs.  Sugar  Bowl.)     "  Let  us  all  dance." 

Note.  If  the  teacher  wishes  to  use  a  dance,  "Greeting  Dance"  (Hofer)  is  an 
excellent  one. 

(Pupil.)  The  Cat  played  the  fiddle.  Cup  and  Saucer 
danced  together.  Knife  and  Fork  danced  together.  Dish 
and  Little  Spoon  danced  together.  The  little  Dog  laughed 
to  see  such  sport.  And  the  Dish  ran  away  with  Little 
Spoon. 

S5 


stp:p  20 

Basic  Story.     Mrs.  Sugar  Bowl's  Party. 

Language.  Conversation  and  telling  the  story,  Mrs.  Sugar 
Bowl's  Party.  Social  phase  {)redominates.  Party ;  invitations 
issued ;  arrival  of  guests ;  entertainment  provided ;  refresh- 
ments served ;  ethical  situation.  Call  upon  children  to  give  their 
experiences  to  aid  in  the  development  of  the  story. 

Music.     Hey,  Diddle,  Diddle. 

Nature  Study.     Cow. 

Dramatization.  Oral  reproduction  and  dramatization  of  the 
story,  Mrs.  Sugar  Bowl's  Party.  (The  story  may  be  dramatized 
in  various  ways.     The  teacher  should  use  her  own  initiative.) 

Reading.  Blackboard :  Reproduction  of  story,  through  the 
first  and  second  thought-groups  (thirteen  lines).  (See  Blackboard 
Work,  p.  14.) 

Analysis.  Word  groups  and  sight  words.  (See  Summary,  Steps 
20  to  25  ;  see  Devices  —  Word  Groujjs  and  Sight  Words,  Matching, 
(4)  and  (6),  pp.  41,  42.) 

Phonetics.  Teach,  Jack  Be  Nimble  (p.  28).  Recall  the  rhymes 
in  which  ran,  old,  and  jump  occur.  Develop  the  families,  an,  old, 
and  ump.     (See  Phonetic  Type  Lesson  —  Families,  (1),  p.  55.) 

STEP   21 
Basic  Story.     Mrs.  Sugar  Bowl's  Party. 

Language.     Dramatization  of  Mrs.  Sugar  Bowl's  Party. 

Reading.  Blackboard :  Reproduction  of  the  third  thought- 
group  (fourteenth  line  to  end  of  story) .  Analysis  :  Matching  per- 
ception cards  with  word  groups  and  sight  words  on  blackboard, 
chart,  and  in  books. 

86 


Game.     Cat  and  Mouse,     ((^hildron  may  originate  game.) 
Phonetics.     Funiilios  an,  old,  and   ump.     (See  Phonetic  Type 
Lesson  —  Families,  ('2),  (3),  (4,  a  and  b),  p.  55.) 

STEP   22 
Basic  Story.     Mrs.  Sugar  Bowl's  Party. 
Language.     Oral  Reproduction  :  Mrs.  Sugar  Bowl's  Party. 
One  child  tells  the  story,  and  the  other  children  follow,  line  by 
line,  in  their  books. 

Game.     The  Mice  (Poulsson). 

Reading.  Blackboard  :  The  story  is  on  the  blackboard.  Use 
Device,  Habits  (6),  p.  36,  and  Oral  Reproduction  (7),  p.  40.  An- 
alysis :  Word  groups  and  sight  words. 

Device.  Playing  Teacher :  Place  the  perception  cards  on  the 
chalk  tray.  The  little  teacher  will  select  a  word  group  and  call 
upon  some  one  to  read  the  group.  If  the  child  who  has  responded 
reads  correctly,  he  may  be  the  teacher.  The  game  may  continue 
until  all  the  cards  have  been  used. 

Phonetics.  See  Phonetic  Type  Lesson  —  Families,  (5)  and  (6), 
p.  55. 

STEP   23 
Basic  Story.     Mrs.  Sugar  Bowl's  Party. 
Supplementary  Story.     Dish  and  Mrs.  Sugar  Bowl. 

Language,  i.  Telling  the  story.  Dish  and  Mrs.  Sugar  Bowl. 
2.  Oral  reproduction  :  Dish  and  Mrs.  Sugar  Bowl.  3.  Dramatiza- 
tion :  Dish  and  Mrs.  Sugar  Bowl. 

Reading.  Books:  Reading  from  books,  Mrs.  Sugar  Bowl's 
Party.     (See  Reading  from  the  Book,  p.  19.) 

Phonetics.  Device.  Words  belonging  to  the  an,  old,  and  ump 
families,  placed  in  columns  on  the  blackboard  or  chart.  Children 
stand,  one  row  at  a  time.  Each  child  in  turn  tells  the  word  to 
which  the  teacher  points,  and  then  takes  his  seat. 

87 


STEP   24 

Supplementary  Story.     Dish  and  Mrs.  Sugar  Bowl. 

Language.     Oral  reproduction :  Dish  and  Mrs.  Sugar  Bowl. 

Game.     1  went  to  Visit  My  Friend  (Poulsson). 

Reading.     Analysis :   Books. 

Note.  It  is  no  longer  necessary  to  place  the  entire  story  upon  the  blackboard. 
Select  only  sentences  that  will  serve  for  drill  purposes  to  acquire  new  words  or  for 
expression.  Sentences  that  express  action  or  contain  dialogue  will  be  found  the 
most  valuable  for  this  purpose.  The  book  and  the  chart  will  now  take  the  place 
of  much  of  the  blackboard  work  that  has  been  done  previously. 

Aid.  Teacher  calls  attention  to  the  sight  words  which  occur 
in  the  story.  Dish  and  Mrs.  Sugar  Bowl.  Illustration  :  What  was 
the  shape  of  the  dish  ?  Some  one  will  answer,  "  Round."  Teacher 
holds  up  the  perception  card,  roimd.  Children  are  to  find  the 
same  word  in  the  books  and  read  the  sentence  which  contains  it. 

Phonetics. 

Device.  Place  the  family  names,  an,  old,  ump,  on  one  side  (;f 
the  blackboard,  and  all  the  initial  phonograms  on  the  other  side. 
Teacher  points  rapidly  from  a  phonogram  to  one  of  these  families 
and  repeats  the  word  that  it  makes.     Children  do  the  same. 

STEP  25 
Supplementary  Story.     Dish  and  Mrs.  Sugar  Bowl. 

Language.     Dramatization  :  Dish  and  Mrs.  Sugar  Bowl. 

Reading.  Rapid  review  of  all  the  word  groups  and  sight  words 
for  this  story.  Books:  Children  read  the  descriptive  parts,  and 
certain  children  give  orally  the  dramatic  parts.  Finally  one  child 
reads  the  story  complete. 

Phonetics.  Review  all  the  consonants  and  families  learned 
thus  far.  For  example,  ^^/ic? — /;  sat  —  at:  giving  the  sentence 
in  which  each  phonetic  element  occurs.  The  children  may  give 
also  the  line  of  the  rhyme  in  which  the  key  word  occurs.  They 
may  find  the  phonetic  elements  in  other  words  in  their  books. 

88 


SUMMARY.     STEPS   20   to   30 

Basic  Story.     Mothkh  TIuhijaud's  Party. 
Supplementary  Story.     The  Cat  and  Miss  Muffet. 
Rhyme.     Old  Mother  Hubbard. 

Thought-groups.      1.  P.  25. 

2.  P.  26,  27  (four  lines). 

3.  P.  27  (begin  with  line  5). 

4.  P.  28. 

5.  P.  29. 

I.    WORD   GROUPS  2.    SIGHT  WORDS 

(1)  Puss   in   the   Corner  (1)  Old  Mother  Hubbard 

It 
good-by 

(2)  Once  there  was  (2)  bird 

would  not  go  called 

3.    PHONETICS 

Rhymes:  Ding,  Dong,  Bell.  Key  Words  :  ding 

Hey,  Diddle,  Diddle.  row 

Little  Jack  Horner.  plum 


Families 

Initia 

I  Phonograms 

ding  —  iug 

(Blend) 

cow  02V 

cow 

—  c 

l)lum  —  pi 

Blending 

ding 

cow 

cow 

plum 

sing 

sow 

cat 

plan 

ring 

now 

can 

plow 

how 

call 
cold 

plump 

Review  Phonetic  Summary,  Steps  20  to  25. 

89 


SUGGESTED  CORRELATION.     STEPS  26  to  30 

Basic  Story.     Mother  Hubbard's  Party. 
Supplementary  Story.     The  Cat  and  Miss  Muffet. 

1.  Conversation.     The  Party. 

2.  Music.     Little  Boy  Blue  ;    Lads  and   Lassies  ;   The  Kitten 
and  the  Bow  Wow  (Small  Songs  for  Small  Singers,  Neidlinger). 

3.  Memory  Selections.     Rhymes  :  Old  Mother  Hubbard. 

Ding,  Dong,  Bell  (New). 

4.  Picture  Study.     Birds. 

5.  Nature  Study.     Birds. 

6.  Story-telling.     Mother  Hubbard's  Party. 

7.  Dramatization.     Mother  Hubbard's  Party. 

The  Cat  and  Miss  Muffet. 

8.  Analysis.    Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words,    i  (See  Summary,  Steps  26  to  30.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

ID.  Materials.     Perception  Cards.  Pictures. 

Blackboard.  Books. 

Charts. 

11.  Reading.     ^ooA;^;  Mother  Hubbard's  Party. 

The  Cat  and  Miss  Muffet. 

12.  Visualization  and  Penmanship  :  coir.     (See  Summary.) 

13.  Games.     Puss  in  the  Corner.  Folk  Dance. 

14.  Occupations.     Trace,    cut,    draw,  color,   or  mount  :    Dog, 
Mother  Hubbard's  glasses,  etc.     Illustrate  the  story. 

90 


STEP   26 
Basic  Story.     Mother  Hubbard's  Party. 

Language,  i.  Rhyme:  Old  Motlier  Huhhard.  Recall  other 
rhymes. 

2.  Teacher  tells  the  story.     Oral  reproduction  by  the  children. 

Game.     Puss  in  the  Corner. 

Reading.  Analysis :  Hooks.  Children  open  books  and  hunt 
for  familiar  word  groups  and  sight  words.  Call  them  old 
friends.  As  soon  as  a  child  discovers  an  old  friend,  he  may  stand 
and  give  it  to  the  class.  This  will  bring  into  jjrominence  the  un- 
known words  and  will  motivate  the  word  drills  to  follow. 

Phonetics.  Develop  the  families  ing  and  ow,  and  the  initial 
phonograms  c  and  pi.  (See  Phonetic  Type  Lesson  —  Families, 
(1)  and  (2),  p.  55;  also,  Phonetic  Type  Lesson  —  Initial  Phono- 
grams, (2)  and  (3),  p.  52.) 

STEP   27 
Basic  Story.     Mother  Hubbard's  Party. 

Language.     Dramatization,  Mother  Hubbard's  Party. 

Folk  Dance.     Meeting  and  Greeting  (Hofer). 

Reading.  Analysis :  Books.  Teacher  tells  the  story.  Mother 
Hubbard's  Party,  until  she  comes  to  the  first  word  group,  Puss  in 
the  Corner.  She  then  hesitates  slightly,  and  at  the  same  time  holds 
up  or  touches  the  perception  card  which  contains  this  group  and 
says,  "  Puss  in  the  Corner."  The  children  find  in  their  books  the 
same  group,  and  repeat  it,  and  also  the  sentence  in  which  it  oc- 
curs. Continue  in  the  same  manner  with  all  the  other  word 
groups  and  sight  words  for  this  story. 

Phonetics.     Families,  ing  and  ow.     Phonograms,  c,  pi. 

Device.  Rapid  visualization  of  ing,  ow,  c,  pi.  The  words  from 
which   these  families  and  sounds  originated  may  be  placed  on 

91 


the  blackboard,  cliart,  or  cards.  The  teacher  covers  the  I'nmily 
and  asks  for  the  sound  or  phonojirani,  or  covers  the  phonogram  and 
asks  for  the  families.  This  shouhl  be  a  rapid,  animated  (h'ill 
that  will  develop  alertness  on  the  child's  })art  and  satisfy  his 
curiosity. 

STEP  28 
Basic  Story.     Mother  Hubbard's  Party. 

Language.  Children  recall  the  story,  Mother  Hubbard's  Party. 
Then  the  teacher  indicates  a  word  group  or  sight  word,  and  asks 
the  children  to  give  the  sentence  in  which  it  occurs.  If  the 
children  do  not  make  the  association  at  once,  let  them  look  in  their 
books  and  find  the  clue. 

Game.  Folk  dance  that  correlates  well  with  Mother  Hub- 
bard's Party. 

Reading.  Books:  Some  of  the  children  have  their  books 
open  at  their  seats,  and  may  read  the  descriptive  parts,  while  the 
others  are  dramatizing  the  story.  Finally  the  story  may  be  read 
as  a  whole  by  the  class.      (See  Reading  from  the  Book,  p.  19.) 

Phonetics.  Blend  :  Raj^id  review  of  the  phonetic  elements  for 
this  story,  using  the  perception  cards  for  the  drill.  Teacher  then 
writes  one  word  at  a  time  from  the  blending  list  in  the  summary 
for  the  story.  The  children  are  to  pronounce  the  words  as  soon  as 
they  appear  on  the  board. 

STEP  29 

Supplementary  Story.     The  Cat  and  Miss  Muffet. 

Language.     Teacher  tells  the  story.  The  Cat  and  Miss  Muffet. 

Oral  reproduction  and  dramatization  by  the  children. 

Game.     The  Mice. 

Picture  Study.     Birds  (name,  color,  nest,  etc.). 

Nature  Study.     Birds  (enemy,  cat).     Habits,  song  or  call. 

92 


Reading.  Analysis.  Books,  ('hildrcn  open  l)()()ks  to  Iho 
story /]'he  Cat  and  Miss  Muli'ot.  They  may  find  the  old  friends, 
the  word  groups  and  sight  words.  For  developing  tlie  new  word 
grouj)s  and  sight  words,  which  are  indicated  in  the  summary  for 
this  story,  the  teacher  will  continue  the  matching  devices  whicli 
have  ])revailed  through  all  the  stories. 

Phonetics.     Families. 

Device.  Teacher  will  make  use  of  the  phonetic  perception 
cards  for  rapid  review  ^^•ork.  The  child  may  not  only  say  ding  — 
ing,  but  he  is  to  give  another  word  that  belongs  to  the  ing  family, 
like  ring.  This  is  to  continue  with  each  family,  although  the 
families  for  this  story  are  to  have  the  largest  amount  of  attention. 

STEP  30 
Supplementary  Story.     The  Cat  and  Miss  Muffet. 

Language.     Rhyme :  See,  Saw,  Marjory  Daw. 

Dramatization  :  The  Cat  and  Miss  Muffet. 
Ding,  Dong,  Bell. 

Game.     The  Kitten  and  the  Bow  Wow. 

Reading.  Teacher  reviews  rapidly  with  the  children  the  word 
groups  and  sight  words  for  this  story. 

Device.  All  the  word  groups  and  sight  words  are  placed  on  the 
chalk  tray.  The  children  put  their  heads  on  their  desks  and 
close  their  eyes.  The  teacher  removes  one  of  the  cards  while 
the  eyes  are  closed.  At  a  signal  the  children  raise  their  heads 
and  see  if  they  can  tell  which  card  was  taken  away.  They  may  also 
give  the  sentence  in  which  this  word  group  or  sight  word  is  found. 

Books:  The  children  may  read  the  story  from  the  books. 

Phonetics.     Families  and  phonograms. 

Device.  All  the  phonetic  cards  may  be  displayed  on  the  chalk 
tray.  Each  child  may  choose  a  card,  tell  what  is  on  it  and  the 
rhyme  from  which  it  came,  and  give  another  example. 

93 


SUMMARY.     STEPS   81    to   35 

Basic  Story.     Red  Hen's  Nest. 
Rhyme.     See,  Saw,  Marjory  Daw. 

Thought-groups.     1.  P.  33. 

2.  P.  34,  35  (ten  lines). 

3.  P.  35  (begin  with  line  11),  36,  37  (one  line). 

4.  P.  37  (begin  with  line  2),  38. 

5.  P.  39,  40,  41. 

I.  WORD   GROUPS  2.  SIGHT  WORDS 

Good  morning  Red  Hen  cluck 

There  is  something  Gray  Duck  quack 

By  and  by  White  Goose  asked 

Brown  Owl  talk 

corn  who 

nest       white  kitty 

3.  PHONETICS 

Rhymes  :    Little  Jack  Horner.  Key  Words :  Jack 

See,  Saw,  Marjory  Daw.  good 

saw 

Families  Initial  Phonogram 

Jack  —  ack  good  —  g 

good  —  ood 
saw  —  aw 

Blending 
Jack  good  saio  good 

sack  hood  raw  gold 

rack  paw 

tack 
pack 

Review  Phonetic  Summary,  Steps  26  to  30. 

94 


SUGGESTED  C^ORRELATION.     STEPS  31   to  3.5 
Basic  Story.     Rkd  Hen's  Nest. 

1.  Conversation.     Pieturos  illustrating  Red  Hen's  Nest. 
(See  Reader,  First  Year  —  First  Half,  pp.  33  to  41.) 

2.  Music.  Songs:  Little  Hoy  Blue  ;  Mr.  Duck  and  Mr.  Turkey 
(Small  Songs  for  Small  Singers,  Neidlinger) ;  The  Owl  (Songs  of 
the  Child  World,  Gaynor). 

3.  Memory  Selections.   Rhymes:  Dickory,Dickory,  Dare  (New). 

Ding,  Dong,  Bell. 

4.  Picture  Study.     Hen,  duck,  goose,  owl. 

5.  Nature  Study.     Hen,  duck,  goose,  owl. 

6.  Story-telling.     Red  Hen's  Nest. 

7.  Dramatization.     Red  Hen's  Nest. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  ] 

Sight  Words.    }  (See  Summary,  Steps  31  to  35.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Red  Hen's  Nest, 

12.  Visualization  and  Penmanship  :  saio.     (See  Summary.) 

13.  Games.     Visit  to  the  Farmyard.      (See  Manual,  p.  31). 
(For  other  animal  games,  see  Song  Primer,  Bentley.) 

14.  Occupations.  Trace,  cut,  draw, color,  or  mount:  Hen,  duck, 
goose. 

Illustrate  the  story. 

95 


STEP   31 
Basic  Story.     Red  Hen's  Nest. 

Note.  Music,  nature  .study,  and  games  to  be  used  in  connection  with  the  story 
appear  under  Correlation.     Tliey  will  not  be  mentioned  under  the  several  Steps. 

Language.  The  teacher  tells  the  story,  Red  Hen's  Nest.  To 
aid  the  children  in  recalling  the  story,  they  may  open  their  hooks 
at  page  33,  and  reproduce,  orally,  the  thought  unit  that  the  picture 
suggests  to  them.  To  encourage  this  it  may  be  necessary  for  the 
teacher  to  ask  questions.  Use  the  other  pictures  in  the  same 
way,  for  reproduction  of  the  rest  of  the  story.  (See  Reader,  First 
Year  — First  Half,  pp.  34-41.) 

Reading.  Analysis:  Children  study  pages  33  to  35  (ten  lines)  of 
their  books.  '  i.  Children  find  all  the  words  that  they  know. 
2.  Teacher  develops  the  new  words  for  this  story  by  recalling 
the  story  and  presenting  the  percej)tion  cards.  The  children 
match  what  they  see  on  their  cards  with  the  same  in  their  books. 
(See  Aids,  10,  11,  and  1^2,  Manual,  p.  50.) 

Note.  Do  not  neglect  the  language  phase  of  each  of  the  drills.  Recall  the 
sentences  or  thoughts  in  which  the  words  for  drill  occur.  Whenever  there  are 
sentences  available  for  drills  that  afford  good  opportunity  for  expression,  use 
them,  so  letting  them  serve  a  double  purpose.  Try  in  every  possible  way  to  lead 
the  chiklren  to  observe  and  associate. 

Phonetics.  See  Phonetic  Type  Lesson  —  Families,  p.  55;  also 
Phonetic  Type  Lesson  —  Initial  Phonograms,  p.  52. 


STEP   32 

Basic  Story.     Red  Hen's  Nest. 

Language.     Dramatization:  Red  Hen's  Nest. 
The  children  at  their  seats  may  have  their  books  open,  and 
follow  the  story  as  the  dramatization  progresses.     Let  the  drama- 

96 


tlzation  be  nuule  without  the  descriptive  parts.  Sec  if  the  ciiihlren 
can  follow  the  story  in  their  hooks  with  the  descriptive  parts 
omitted  from  the  dramatization. 

Reading.  Analysis:  Books,  page  35  (begin  with  line  11),  30,  .37 
(one  line).     Study  as  in  Step  31,  Reading,  1  and  2. 

Phonetics.  Families  ack,  ood,  aiv ;  Initial  Phonogram  (/.  (See 
Phonetic  Type  Lesson  —  Families  (2)  and  (3),  p.  55  ;  also  Plionetic 
Type  Lesson  —  Initial  Phonograms  (2)  and  (3)  (a  and  h),  p.  52.) 

STEP   33 
Basic  Story.     Red  Hen's  Nest. 

Language,  i.  Develop  or  recall  the  rhyme,  Dickory,  Dickory, 
Dare. 

2.  Dramatization  of  the  story.  Red  Hen's  Nest.  Have  one 
child  read  or  tell  the  descriptive  ])arts,  while  the  other  children 
dramatize. 

Reading.  Analysis:  Books,  pages  37  to  41.  Study  as  in  Step 
31,  Reading,  1  and  2.     Observe  Step  31,  note. 

Phonetics.  Families  ack,  ood,  mv;  Initial  Phonogram  g.  (See 
Phonetic  Type  Lesson  —  Initial  Phonograms  (4)  and  (5) ;  also 
Phonetic  Type  Lesson  —  Families  (4)  and  (5) .) 

STEP   34 
Basic  Story.     Red  Hen's  Nest. 

Language,     i.  Children  retell  the  story,  Red  Hen's  Nest. 

2.  Dramatization  of  the  story,  using  a  new  group  of  children 
for  each  new  thought  unit.  Let  the  children  determine  the 
thought-groups  by  means  of  the  pictures  in  their  books. 

Reading.  x\nalysis:  Books.  The  teacher  suggests  certain, sen- 
tences for  the  children  to  find  in  Red  Hen's  Nest,  by  holding  or 

ST.   HR.  MANUAL 7  97 


flashing  before  lliein  the  percej)tion  cards.  If  a  child  can  recall 
the  sentence  in  which  the  word  or  words  occur,  without  looking  at 
the  book,  let  him  do  so.  Otherwise  he  may  find  it  in  the  story 
and  may  read  it  to  the  class. 

Phonetics.  The  teacher  places  the  key  words  on  the  black- 
board, and  underscores  the  phonograms  to  be  used  for  drills.  The 
children  build  lists  by  dictating  them  to  the  teacher.  Then  the 
children  are  called  upon  to  read  the  lists.  Follow  this  with  a 
rapid  drill,  using  perception  cards. 

STEP   35 
Basic  Story.     Red  Hen's  Nest. 

Language,  i.  Review  all  the  rhymes  taught.  Have  each  child 
select  the  rhyme  he  wishes  to  repeat. 

2.  Place  the  dramatization  of  the  story,  Red  Hen's  Nest,  en- 
tirely at  the  disposal  of  the  children,  including  the  selection  of 
characters,  stage  setting,  etc.  This  will  present  a  social  phase 
to  the  language  work  and  will  also  make  it  a  real  situation.  The 
child  thijiks  and  does  for  himself. 

Reading.  Rapid  review  of  the  word  groups  and  sight  words 
developed  in  the  story.  Red  Hen's  Nest,  making  use  of  Devices 
(see  Manual,  pp.  41-46),  or  using  an  original  device. 

Have  one  child  conduct  the  reading  of  the  story  from  the  books. 
Let  him  decide  how  much  each  child  shall  read.  Encourage  judg- 
ment in  deciding  upon  a  good  stopping  place,  —  in  other  words, 
recognizing  a  thought-group  or  larger  thought  unit. 

Phonetics.  Review  the  phonograms  for  this  story.  The  chil- 
dren may  tell  words  that  they  find  in  the  story,  which  contain 
any  of  the  phonograms  studied  in  connection  with  Red  Hen's 
Nest.  The  teacher  may  write  in  a  column  on  the  blackboard  the 
wor.ds  as  given  by  the  children,  underscoring  the  phonogram  in 
each. 

98 


SUMMARY.     STEPS   30   to   39 

Supplementary  Story.     Red  Fox  and  the  Nest. 
Rhyme.     Sec,  Saw,  Marjory  Daw. 
Thought-groups.     1.    P.  42,  43  (one  line). 


2.    P. 

43 

(be^in 

with  line  2). 

3.    P. 

44. 

4.    P. 

45, 

46  (one  line). 

5.    P. 

46 

(begin 

with  line  2),  47. 

6.    P. 

48. 

I.   WORD  GllOUPS 

2.  SIGHT  WORDS 

walked  and  walked 

Mrs.  Hen            himself 

On  the  way 

Mrs.  Duck          black 

What  a  fine  dinner 

Mrs.  Goose 

Do  not  tell 

Mr.  Owl 
Red  Fox 

3.    PHONETICS 
Rhymes  :  Little  Jack  Horner.  Key  Words  :  bay 

Little  Miss  Muffet.  frightened 


Family 

Initial  Phonograms 

boy- 

-oy 

Blending 

boy 

{Blend) 
—  b     frightened  — Jr 

boy 

boy 

frightened 

toy 

bat 

frump 

coy 

ball 

Roy 

bump 

bold 

back 

Review  Phonetic  Summary,  Steps  31  to  35. 

99 


SUGGESTED   C:ORRELATI()N.     STEPS  30  to  ,'59 

Supplementary  Story.     Red  Fox  and  the  Nest. 

1.  Conversation. 

2.  Music.     See,  Saw,  Marjory  Daw. 

3.  Memory  Selections.     The  Fox  (New).    (See  Manual,  p.  29.) 

Dickory,  Dickory,  Dare. 

4.  Picture  Study.     Fox. 

5.  Nature  Study.     Fox. 

6.  Story-telling.     Red  Fox  and  the  Nest. 

7.  Dramatization.     Red  Fox  and  the  Nest. 

8.  Analysis.     Thought -groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.     \  (See  Summary,  Steps  36  to  39.) 

Phonetics.         ] 

9.  Devices.     See  Manual,  pj).  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Red  Fox  and  the  Nest. 

12.  Visualization    and    Penmanship  :     boy.       (See    Summary, 
Phonetics,  Steps  36  to  39.) 

13.  Game.     The  Bird  Catcher. 

14.  Occupations.     Trace,   cut,   draw,    color,   or  mount:    Hat, 
chicks,  fox. 

Illustrate  the  story. 

100 


STEP  .'5(5 
Supplementary  Story.     1{ei)  Fox  and  the  Nest. 

Note.  The  story,  Red  Fox  and  the  Xest,  is  a  supph-inentary  story.  The 
children  liave  now  acquired  a  larj^e  cnoiifjh  reaiUnfj  vocahuhiry  to  attack  this  story 
with  .sonae  inde])endence.  It  will  be  well  for  the  teacher  to  reHect  a  moment  on 
what  the  child  has  acquired  during  the  thirty-five  Steps  that  will  aid  him  in 
reading  this  story  with  as  little  help  as  pcjssible.  The  children  have  studied  jric- 
tures  for  thought  units,  a  series  of  them  suggesting  a  plot  of  a  story.  They  have 
acquired  a  reading  vocabuUiry,  the  limitations  of  which  have  been  greatly  determined 
by  the  context.  Some  phonetic  sense  and  knowledge  is  theirs,  which  helfjs  them  in 
new  thoxtght  getting  and  giving.  They  have  also  a  power  of  as.iociation,  that  differs 
wfth  the  indivi<luals. 

This  knowledge  of  the  children's  acquirements  up  to  the  jjresent  time  will  hel[) 
the  teacher  to  decide  in  just  which  way  she  had  best  present  the  Sujiplementary 
Story. 

Language.  Picture  study  of  the  illustrations  of  Red  Fox  and 
the  Nest.  Let  the  children  suggest  the  possible  plot  of  this  story, 
as  the  pictures  tell  it  to  them. 

Reading.  Books:  The  children  attempt  to  read  for  them- 
selves the  story,  Red  Fox  and  the  Nest.  They  will  meet  a  suffi- 
cient number  of  their  old  friends  in  the  story  so  that  their  interest 
will  not  lag.  On  the  contrary,  the  interest  will  be  sufficiently 
great  to  create  a  motive  for  getting  the  new  word  groups  and  sight 
words  for  the  story.  Just  here  is  the  time  to  tell  the  children 
simply  the  words  they  do  not  know.  At  the  end  of  the  reading 
run  through  the  perception  cards  quickly,  by  means  of  a  short 
drill,  to  see  how  many  of  the  words  the  children  remembered 
that  the  teacher  supplied  when  they  were  reading  the  story. 
This  will  determine  which  words  will  need  the  major  amount  of 
drill  in  the  lessons  to  follow. 

Phonetics.  Review  all  the  families  learned  previous  to  Step  36. 
See  Chronological  Phonetic  Summary,  p.  15*2.  For  introducing 
key  words  hoy,  frightened,  see  Phonetic  Type  Lesson  —  Families,  (1), 
p.  55. 

101 


STEP    37 

Supplementary  Story.     Red  Fox  and  the  Nest. 

Language.  Children  see  how  well  they  can  tell  the  story,  Red 
Fox  and  the  Nest,  the  teacher  offering  encouragement  by  calling 
attention  to  the  fact  that  she  did  not  have  to  tell  them  the  story 
first  this  time,  —  that  they  read  the  story  and  are  now  going  to  tell 
it  to  her.  Now  is  the  teacher's  opportunity  to  correct  any  phras- 
ing that  she  thinks  necessary. 

Reading.  Analysis  :  Drill  on  the  word  groups  and  sight 
words  for  the  story,  using  any  of  the  devices  mentioned  in  De- 
vices —  Word  Groups  and  Sight  Words.  Refer  to  the  motive  for 
this  drill,  the  development  of  words  that  the  children  do  not 
know,  so  that  they  may  be  able  to  read  the  story  without  help 
next  time. 

Let  the  children  read  the  story  again,  and  have  them  help  each 
other  whenever  they  can  by  telling  a  word  when  some  one  needs  it. 

Phonetics.  Family,  oy  ;  Initial  Phonograms,  h,  (blend)  Jr.  (See 
Phonetic  Type  Lesson  —  Families,  (2),  (3),  (4),  and  (5),  p.  55.) 

STEP   38 
Supplementary  Story.     Red  Fox  and  the  Nest. 

Language.  Children  may  retell  the  story.  Do  not  allow  one 
child  to  tell  the  whole  story,  but  call  upon  several  children  to  take 
part.  Let  the  children  make  their  own  selection  of  characters 
and  make  all  arrangements  for  the  dramatization  to  be  made  in 
Step  39. 

Reading.  Books:  Children  read  the  story.  Red  Fox  and  the 
Nest.  The  teacher  should  direct  children's  attention  to  the  at- 
tainment of  good  expression. 

A  word  drill  should  follow,  the  teacher  asking  the  children  to 

102 


find  in  their  books  the  new  words  that  are  ^iven  for  the  story. 
The  teacher  asks  to  have  these  words  shown  to  her  first,  on  percep- 
tion cards,  to  prove  that  the  children  are  not  entirely  dependent 
uj)on  the  context.     Then  the  words  are  to  be  found  in  the  books. 

Phonetics,  i.  Review  all  families  found  in  Phonetic  Summary, 
Steps  81  to  35.     (See  Devices,  (10),  (11),  and  (12),  Manual,  p.  48.) 

2.  Phonetic  words,  Summary,  Steps  36  to  39.  Ra])id  drill  with 
phonetic  cards,  using  flash  method. 


STEP   39 

Supplementary  Story.     Red  Fox  and  the  Nest. 

Language.  Dramatization  of  the  story.  Red  Fox  and  the  Nest. 
Have  the  children  take  charjje  of  the  dramatization.  (See  De\'ices 
—  Dramatization,  9  and  10,  p.  39.) 

Reading.  Children  read  the  story.  Red  Fox  and  the  Nest.  If 
time  permits,  let  the  children  choose  any  story  that  they  have  read, 
to  read  again. 

Phonetics.  Children  may  find  in  the  story.  Red  Fox  and  the 
Nest,  words  containing  families  with  which  they  are  familiar. 
They  will  say,  for  example,  "  I  see  ing,  and  the  word  is  king." 


Review.     Blending. 


Blackboard 


ran 

old 

jump 

ding 

cow 

CO  IV 

plum 

man 

fold 

lump 

sing 

sow 

cat 

plan 

tan 

sold 

hump 

ring 

now 

can 

plow 

pan 

mold 

pump 

how 

call 

plump 

fan 

hold 
told 

cold 

103 


SUMMARY.     STEPS   40   to   44 

Basic  Story.     Red  Hen  and  Brown  Fox. 
Rhyme.     Dickory,  Dickory,  Dare. 

Thought-groups.     1.  P.  50  (six  lines). 

2.  P.  50  (begin  with  line  7),  51  (one  line). 

3.  P.  51  (begin  with  line  2). 

4.  P.  52. 


I.  WORD   GROUPS 

2.  SIGHT  WORDS 

So  he  went 

Brown  Fox 

Let  me  think 

bag 

swayed  to  and  fro 

scissors 

cut 

hole 

opened 

3- 

PHONETICS 

Rhymes  :  Dickory,  Dickory,  Dare. 

Key  Words:  pig 

The  Fox. 

air 
bright 
flew 
brown 

Families 

Initial  Phonograms 

pig  —  ig 

(Blend) 

air  —  air 

flew  — fl 

bright  —  ight 

Blending 

brown  —  br 

pig 

air 

bright 

flew                      broivn 

rig 

fair 

night 

flat                       bran 

fig 

lair 

light 

fling                     bring 

hair 

sight 

flaw                      brow 

pair 

fright 

bright 

Review  Phonetic  Summary,  Steps  36  to  39. 

104 


SUGGESTED  CORRELATION.     STEPS   40   to   44 
Basic  Story.     Red  Hen  and  Brown  Fox. 

1.  Conversation.     See  pictures,  Reader,  First  Year  ~  First  Half, 
])]).  51  and  52. 

2.  Music.     A-Hunting  We  Will  Go  (First  Year  Music,  Hollis 
Dann). 

3.  Memory  Selection.   Rhymes:  The  Fox.    (See  Manual,  p.  29.) 

Dickory,  Dickory,  Dare. 

4.  Picture  Study.     Pig. 

5.  Nature  Study.     Pig. 

6.  Story-telling.     Red  Hen  and  Brown  Fox. 

7.  Dramatization.     Red  Hen  and  Brown  Fox. 

8.  Analysis.      Thought -groups. 

Sentences. 

Word  Groups.  1 

Sight  Words,     i  (See  Summary,  Steps  40  to  44.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Red  Hen  and  Brown  Fox. 

12.  Visualization  and  Penmanship  :  pig. 
(See  Summary,  Phonetics,  Steps  40  to  44.) 

13.  Game.      A-Hunting    We    Will    Go    (First    Year    Music, 
Hollis  Dann). 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:  Hen,  fox. 
Illustrate  the  story. 

105 


STEP   40 
Basic  Story.     Rp:d  Hp:n  and  Brown  Fox. 

Language,  i .  Teacher  tells  the  story,  Red  Hen  and  Brown  Fox. 
Children  give  an  oral  reproduction  of  same. 

2.  Dramatization  of  the  story,  Red  Hen  and  Brown  Fox. 

Reading.  Analysis :  Teacher  presents  the  word  groups  and 
sight  words  of  this  story  by  recalling  the  sentences  in  which  the 
words  occur.  Match  with  blackboard,  charts,  perception  cards, 
and  books.       (See  Manual,  Devices,  pp.  41-46.) 

Phonetics.  Families,  ig,  air,  ight ;  Initial  Phonograms,  fl,  br,  for 
the  story.  (See  Phonetic  Type  Lesson  —  Families,  1  and  2,  p.  55, 
and  Phonetic  Type  Lesson — Initial  Phonograms,  (1)  and  (2), 
p.  52.) 

STEP   41 

Basic  Story.     Red  Hen  and  Brown  Fox. 

Language,  i.  Children  compare  pictures,  pp.  41,48,  and  52.  Tell 
the  climax  of  each  story. 

2.  Dramatize,  Red  Hen  and  Brown  Fox. 

Reading.     Analysis:  Word  groups  and  sight  words. 

(See  Devices.     Word  Groups  and  Sight  Words,  Matching,  p.  41.) 

Phonetics  :  ig,  air,  ight ;  fl,  br.  (See  Phonetic  Type  Lesson  — 
Initial  Phonograms,  (8) ;  Phonetic  Type  Lesson  —  Families,  (3) 
and  (4).) 

STEP   42 

Basic  Story.     Red  Hen  and  Brown  Fox. 

Language.  Teacher  and  children  work  out  the  story.  Red  Hen 
and  Brown  Fox,  through  pantomime.  The  teacher  directs  a  child 
to  give  a  thought  from  the  story  orally,  and  encourages  the  other 
children  to  give  their  interpretation  of  the  same  in  pantomime. 

Reading.     Analysis:  Word  group  and  sight  word  drill. 

(See  Devices.  Word  Groups  and  Sight  Words,  Manual,  pj).  41- 
46.) 

106 


Phonetics:  kj,  air,  iglil ;  JL  l>r.  (See  Phonetic;  lyix^"  Ix'sson  — 
Iiiili;il  IMioiiograiiis,  (t)  and  (.5),  |>.  i^Z;  Phonetic  Tyix'  Lesson  — 
Fainihes,  (5)  and  (6),  p.  55;  Devices — Phonetics,  (5),  (10),  pp.  47 
and  48.) 

STEP   4S 

Basic  Story.     JIiod  Hen  and  Brown  Fox. 

Language.  Children  j^ive  oral  reproduction  of  story,  Red  lien 
and  Brown  Fox,  and  the  dramatization  in  pantomime.  It  will  he 
interesting  to  note  whose  interpretation  of  the  story,  us  given  in 
pantomime  in  the  previous  day's  lesson,  each  child  has  selected. 

Reading.     Analysis:   Books. 

Devices,  (a)  Word  cards  are  arranged  on  the  chalk  tray.  A 
child  is  allowed  to  go  to  the  front  of  the  room,  choose  one  of  the 
word  cards,  hold  it  up,  and  call  upon  another  child  to  find  in  the 
book  the  sentence  containing  what  is  on  the  card,  and  read  the 
sentence. 

(6)  At  the  end  of  the  lesson  the  children  may  visit  with  old 
friends.  With  fingers  between  the  pages  to  keep  the  place  at  Red 
Hen  and  Brown  Fox,  the  children  are  told  by  the  teacher  that  they 
may  have  a  minute  in  which  to  visit  with  old  friends.  Then  they 
must  return  home.  At  the  signal.  Ready,  children  look  up  from 
their  books  and  tell  all  the  words  they  saw  at  the  glance. 

Phonetics.     Devices  —  Phonetics,  (14),  p.  48. 

STEP   44 
Basic  Story.     Red  Hen  and  Brown  Fox. 

Language.  Oral  reproduction  of  the  story  by  one  child,  while 
the  others  follow  in  their  books.  Be  sure  that  all  keep  the  place  as 
the  one  child  tells  the  story.  The  children  may  point  to  the  first 
word  in  each  line,  following  down  the  page  thus. 

(See  directions  for  following,  Step  3,  Note,  Manual,  p.  61.) 

107 


Reading.  Books:  Children  rend  the  story  from  the  books. 
Continue,  allowing  the  ehildren  to  determine  the  place  to  stop.  The 
device  found  under  Habits,  i)ag'e  36  (8),  will  delight  the  children, 
and  will  serve  as  an  excellent  way  of  reading  the  story  in  the 
same  period.  Since  the  story  is  short,  only  a  few  children  can 
participate  in  reading  it  through  once.  (See  Device  —  Expression, 
(26),  p.  45.) 

Note.  Always  have  a  child  read  a  thought-group  or  larger  thought  unit,  for 
the  following  reasons :  He  is  more  interested  if  he  knows  that  he  has  a  group  of 
sentences  to  read.  He  will  use  the  context  to  aid  him  in  learning  new  words. 
Reading  thus  will  give  more  pleasure  to  the  listener,  as  the  continuity  of  thought 
will  be  preserved. 

Phonetics.     Families  and  Initial  Phonograms. 

(See  Phonetic  Type  Lesson  —  Initial  Phonograms,  (5),  p.  52; 
Phonetic  Type  Lesson  —  Families,  (6),  p.  55  ;  Devices —  Phonetics, 
(17)  and  (19),  p.  49.) 


Habits.     (See  Manual,  p.  36.) 

1.  Good  posture  is  important. 

2.  A  child  should  hold  his  book  at  proper  distance  from  the  eye, 
and  at  right  angle  to  the  line  of  vision,  to  prevent  eyestrain. 

3.  A  child  should  learn  how  to  turn  the  pages  of  his  books. 
(See  Turning  the  Pages.) 

4.  The  eye  should  follow  the  line  ahead  of  the  voice  in  reading. 

5.  A  child  should  be  trained  to  read  in  word  groups  or  sentences, 
and  he  should  acquire  this  habit  from  the  beginning. 

6.  Keeping  the  place.  Children  read  silently  until  the  teacher 
indicates  that  the  sentence  is  to  be  read  orally. 

Note.  Independent  Reading :  The  supplementary  story  affords  an  excellent 
opportunity  to  test  the  child's  ability  to  read  independently.  The  child  is  now 
required  to  undertake  the  more  complex  process  of  obtaining  the  thought  from  the 
printed  page  for  himself  (thought  grasp),  and  at  the  same  time  to  give  orally  the 
thought  and  emotion  involved  in  the  sentence  (thought-expression). 

108 


SUMMARY.     STEPS  45  to  47 

Supplementary  Story.     Gray  Duck  and  Brown  Fox. 

Rhyme.     Dickory,  Dickory,  Dare. 

Thought-groups.     P.  53,  54  (one  line). 

P.  54  (begin  with  line  2),  55  (five  lines). 
P.  55  (begin  with  line  6). 

I.    WORD   GROUPS  2.    SIGHT  WORDS 

swam  away  caught 

came  back  behind 

3.    PHONETICS 

Rhymes  :  Little  Bo  Peep.  Key  Words  :  find 
Little  Miss  Muffet.  eating 

Old  Mother  Hubbard.  dog 

See,  Saw,  Marjory  Daw.  new 


Families 

In 

itial  F 

*honogri 

find- 

—  ind 

dog 

—  d 

eat  — 

-  eat 

new- 

-  ew 

Blending 

find 

new                    eat 

dog 

mind 

mew                   seat 

dig 

rind 

hew                meat 

ding 

hind 

pew                 neat 

dump 

bind 

few                  heat 

Review  Phonetic  Summary,  Steps  40  to  44. 

109 


SUGGESTED   CORRELATION.     STEPS   45   to   47 

Supplementary  Story.     Gray  Duck  and  Brown  Fox. 

1.  Conversation.      See    pictures,    Reader,   First    Year  —  First 
Half,  pp.  53,  54. 

2.  Music.     Out  of  Doors  (First  Year  Music,  Hollis  Dann). 

3.  Memory  Selections.     Slippety,  Slip  (New).     (See  p.  29.) 

Dickory,  Dickory,  Dare. 

4.  Picture  Study.     Cornfields  ;  pumpkin. 

5.  Nature  Study.     Corn  (pictures  and  objects:  cornstalk,  ear 
of  corn,  etc.) ;  pumpkin. 

6.  Story-telling.     Gray  Duck  and  Brown  Fox. 

7.  Dramatization.     Gray  Duck  and  Brown  Fox. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.    >   (See  Summary,  Steps  45  to  47.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.  Books:  Gray  Duck  and  Brown  Fox. 

12.  -Visualization  and  Penmanship  :  eat. 

13.  Games.     Out  of  Doors  (Dann). 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:  Duck,  fox. 
Illustrate  the  story. 

110 


STEP   45 

Supplementary  Story.     (Jhay  Duck  and  Buown  Fox. 

Language.  Stiuly  of  pictures,  Reader,  First  Year  —  First 
Half,  pages  5i3  and  54.  Let  the  children  tell  the  tliought  unit 
that  each  picture  suggests  to  them,  and  let  them  make  up  the  cli- 
max for  the  story  which  is  not  j)ictured. 

Reading.  Analysis :  Hooks.  Let  the  children  study  each  page. 
They  may  find  old  friends  first,  and  try  to  read  the  sentence  in 
which  the  familiar  word  occurs. 

Phonetics.  FaimWcs  hid,  eat,  ew;  Initial  Phonogram,  <^.  Intro- 
duce through  recalling  rhymes  in  which  the  families  and  phono- 
grams occur. 

(See  Phonetic  Type  Lesson  —  Initial  Phonograms,  p.  52,  and 
Phonetic  Type  Lesson^ — Families,  p.  55.) 

STEP   46 
Supplementary  Story.     Gray  Duck  and  Brown  Fox. 

Language.  i.  Teacher  gives  the  rhyme,  Slippety,  Slip. 
Children   learn  the   rhyme. 

2.  Children  tell  the  story.  Gray  Duck  and  Brown  Fox,  as  they 
think  it  might  be,  using  the  pictures  as  a  guide. 

Reading.  Children  try  to  read  the  story,  Gray  Duck  and 
Brown  Fox.  If  there  are  words  that  they  do  not  know,  the  teacher 
may  supply  these,  either  by  suggestion,  clews,  or  aids.  She  writes 
the  word  or  group  of  words  on  the  blackboard  as  she  supplies  each. 

At  the  end  of  this  attempt  to  read  the  story,  the  children  may 
tell  the  story,  pointing  to  the  new  words  that  the  teacher  has  placed 
on  the  blackboard  or  displayed  on  perception  cards  or  chart. 

Phonetics.  Review  Phonetics  under  Step  45.  Under  Phonetic 
Type  Lesson  —  Initial  Phonograms,  omit  (1)  and  (2),  and  under 
Phonetic  Type  Lesson  —  Families,  omit  (1)  and  (2).  For  addi- 
tional drills  see  Phonetic  Devices,  (15)  and  (16),  p.  49. 

Ill 


STEP   47 

Supplementary  Story.     Gray  Duck  and  Brown  Fox. 

Language,     i.  Oral  reproduction  of  the  story.     (See  Device  — 
Oral  Reproduction,  (1)  and  (9),  j).  40.) 
2.  Dramatization  of  the  story. 

Reading.  Analysis:  Books.  Teacher  flashes  perception  cards 
and  asks  the  children  to  tell  the  sentence  in  which  each  word 
occurs.  If  they  do  not  remember  the  sentence,  let  them  find  it 
in  their  books  and  then  read  it.  The  children  may  then  read  the 
story  from  their  books. 

Phonetics.  See  Phonetic  Type  Lesson  —  Initial  Phonograms, 
p.  52;  Phonetic  Type  Lesson  —  Families,  p.  55  ;  Devices  —  Pho- 
netics, 18  and  19,  p.  49. 


Review.     Blending. 


Blackboard 


Jack 

good 

frightened 

bright 

brown 

sack 

gold 

frump 

night 

bran 

rack 

light 

bring 

tack 

boy 

pig 

sight 

brow 

pack 

toy 

rig 

fright 

bright 

coy 

fig 

might 

good 

Roy 

gig 

tight 

dog 

hood 

boy 

dig 

right 

dig 
ding 

saw 

bat 

air 

flew 

dump 

raw 

baU 

fair 

flat 

den 

paw 

bump 

lair 

fling 

Dan 

caw 

bold 

hair 

flaw 

law 

back 

pair 

flight 

112 


SUMMARY.     STEPS   48    fo   .52 


Basic  Story.     Tiik  C.vt  and  the  Goose. 


Thought-groups. 


1.    P.  57  (six  lines). 

"i.    P.  57  (Ix'^iii  with  line  7),  58  Cone  line). 


3. 

P.  58  (begin  with 

line  '•2). 

4. 

P.  59.             8. 

P. 

,  63  (ten  lines). 

5. 

P.  GO.             9. 

P 

,  63  (begin  with  line  11). 

6. 

P.  (51.           10. 

P 

.  64. 

7. 

P.  62. 

WORD   GROUPS 

2. 

SIGHT  WORDS 

Have  you 

Gray  Cat 

Brown  Lion 

two 

clown  the  road 

Little  Duek 

one  hundred 

hungry 

Yon  are 

Bif.  Pig 

invited 

sewing 

On  and  on 

Hlack  Bear 

supper 

coat 

3.     PHONETICS 

Rhymes :    Ilumpty 

Duni[)ty. 

Key  Words  :  wall 

Slippety, 

Slip. 

slip 

The  Fox. 

it 

Families 

Initial  Ph 

onograms 

slip  —  ij) 

(Blend) 

it      —  it 

wall  —  w 
Blending 

slip  —  si 

slip                    it 

pit 

ivall 

slip 

sip                   fit 

mit 

wing 

slat 

nip                   lit 

wit 

wood 

sling 

lip                   sit 

flit 

wig 

slump 

dip                   hit 

slit 

slack 

Review  Phonetic  Summary,  Steps  45  to  47. 

ST.  HR.  MANUAL 8  113 


suggestp:d  corrp:lation.   steps  48  to  52 

Basic  Story.     Thr  Cat  and  the  Goose. 

1 .  Conversation.     See  pictures.  Reader,  First  Year  —  First  Half, 
pp.  56  to  64. 

2.  Music.      Mr.  Duck  and  Mr.  Turkey  (Small  Songs  for  Small 
Singers) . 

3.  Memory  Selection.     Slippety,  Slip.     (See  Manual,  p.  29.) 

4.  Picture  Study.     Bear. 

5.  Nature  Study.     Bear. 

6.  Story-telling.     The  Cat  and  the  Goose. 

7.  Dramatization.     The  Cat  and  the  Goose. 

8.  Analysi^     Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.  \   (See  Summary,  Steps  48  to  52.) 

Phonetics.  J 

9.  Devices.     See  Manual,  pp.  36-50. 

ID.  Materials.     Perception  Cards. 
Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.      Books:  The  Cat  and  the  Goose. 

12.  Visualization  and  Penmanship  :  wall. 
(See  Phonetic  Summary,  Steps  48  to  52.) 

13.  Game.     The  Muffin  Man  (First  Year  Music,  Hollis  Dann). 

14.  Occupations.     Trace,   cut,   draw,   color,   or   mount:    Cat, 
goose,  bear. 

Illustrate  the  story. 

114 


STEP   48 

Basic  Story.     Tiiio  Cat  and  thp:  Goose. 

Language.  Cliildreu  may  recall  Slipijcly,  Slip,  aiHl  all  the 
other  rhymes  they  have  learned.  Teacher  tells  the  story,  The 
Cat  and  the  Goose.  The  children  may  have  their  books  open  at 
the  pictures,  as  the  teacher  proceeds  with  the  story-telling.  She 
will  emphasize  the  words  that  are  to  he  taught  in  the  story. 

Reading.  Analysis:  Oral.  Teacher  tells  the  story  again, 
and  as  she  comes  to  one  of  the  word  groups  or  sight  words  she 
places  the  perception  card  containing  it  on  the  chalk  tray.  This 
calls  slight  attention  to  the  words. 

Phonetics.  Families  ip  and  it ;  Initial  Phonograms  w  and  .s7. 
(See  Phonetic  Type  Lesson  —  Initial  Phonograms,  (1)  and  (2), 
J).  52;  also  Phonetic  Type  Lesson  —  Families,  (1)  and  (2),  p.  55.) 

ST  HP   49 
Basic  Story.     The  Cat  and  the  (Joose. 

Language.  Children  give  oral  rejiroduction  of  the  story. 
The  Cat  and  the  Goose.  The  thought  units  will  be  suggested 
to  them  by  the  pictures  connected  with  the  story.  The  children 
may  look  at  the  pictures  as  they  tell  the  story. 

Reading.  Analj^sis:  The  teacher  has  placed  sentences  con- 
taining the  word  grou})s  and  sight  words  for  this  story  on  the 
blackboard,  before  the  lesson  period.  She  will  repeat  one  of  the 
sentences,  and  as  she  comes  to  a  new  word  group  or  sight  word 
she  will  underscore  it.  Then  the  children  may  be  asked  to  read 
the  same  sentence  and  find  words  like  those  underscored,  on  per- 
ception cards,  on  chart,  or  in  books. 

Phonetics.  See  Phonetic  Type  Lesson  —  Initial  Phonograms, 
(3),  (4),  and  (5);  also  Phonetic  Type  Lesson  —  Families,  (3),  (4), 
(5),  and  (6). 

115 


STEP   50 

Basic  Story.     The  Cat  and  the  Goose. 

Language.  Oral  reproduction  by  the  children  of  the  story, 
The  Cat  and  the  Goose.  (Use  Device — Oral  Reproduction,  (9), 
p.  40.) 

Reading.  Analysis:  Reader,  First  Year — ^  First  Half,  pages 
57  to  60.  Study  these  pages  as  follows:  The  teacher  quotes  one 
of  the  sentences  containing  a  word  group  or  sight  word  to  be  studied. 
She  holds  up  the  corresponding  perception  card  and  asks  the  chil- 
dren to  find  in  their  books  the  sentence  containing  the  word  or 
group  they  see  on  the  card.  Then  the  children  rei)eat  the  same 
sentence  and  find  the  group  or  word  in  their  books.  For  relaxa- 
tion, they  may  show  the  teacher  any  word  on  the  page,  that  is,  an 
old  friend,  reading  the  sentence  in  which  it  is  found. 

Phonetics.     See  Phonetic  Devices,  (10),  p.  48. 

Device.  Making  Rhymes  :  The  teacher  says,  "  I  am  thinking  of 
a  word  that  rhymes  with  sit.  It  is  not  fit;  it  is  not  lit.  Who 
can  guess  the  word  ?  " 

STEP   51 

Basic  Story.     The  Cat  and  the  Goose. 

Language.  Dramatization  of  the  story.  The  Cat  and  the  Goose. 
The  children  at  their  seats  may  read  the  descriptive  parts,  as  the 
other  children  dramatize.  They  may  recite  in  unison,  as  it 
occurs  in  the  story,  the  refrain,  "  And  slippety,  slip,  down  went 
White  Goose"  (Little  Duck,  Big  Pig,  etc.). 

Reading.  Analysis:  Reader,  First  Year  —  First  Half,  pages  61 
to  64.     (See  Step  50.     See  also  Aids,  (6),  (13),  and  (14),  p.  50.) 

Phonetics.  See  Phonetic  Type  Lesson  —  Families,  p.  55  ; 
Phonetic  Type  Lesson  —  Initial  Phonograms,  p.  52 ;  Phonetic 
Devices,  (14)  and  (15),  p.  48. 

116 


STE1»    52 

Basic  Story.     'I'nio  ('at  and  thk  Goose. 

Language.  The  teacher  may  say,  "  I  am  thinking;  of  a  sen- 
tence that  tells  somethinf"-  about  White  Goose."  One  child  may 
perhaps  answer,  *'  Is  it,  White  Goose  invited  Gray  Cat  to  dinner? " 
The  children  continue  to  give  answers  and  show  the  sentences 
in  their  books  to  the  teacher,  nnlil  they  find  the  .sentence  of  which 
she  is  thinking.  The  teacher  continues  the  game  by  mentioning 
other  animals  in  the  story  in  a  similar  manner.  In  this  way 
nearly  the  entire  story  may  be  reproduced. 

Reading.  Books:  Children  read  the  story,  The  Cat  and  the 
Goose.     To  vary  the  reading,  use  Device,  (8),  under  Habits,  p.  36. 

Phonetics.  See  Phonetic  Type  Lesson  —  Initial  Phonograms, 
p.  B'i  ;    Phonetic  Type  Lesson  —  Families,  p.  55. 

Review.     Blending. 

Blackboard 


find 

eat 

slip 

it 

slip 

mind 

seat 

sip 

fit 

slat 

rind 

meat 

nip 

lit 

sling 

hind 

neat 

lip 

sit 

slump 

bind 

heat 

dip 

hit 
pit 

slack 
.slam 

neio 

dog 

ivall 

mit 

slew 

mew 

dig 

wing 

wit 

hew 

ding 

wood 

flit 

pew 

dump 

wig 

slit 

few 

den 

wind 

117 


SUMMAUA'.     STEPS   53   to   .>7 
Supplementary  Story.     The  Greedy  Lion. 
Rhyme.     Handy,  Spandy. 


Thought-groups. 


1.  P.  66. 

2.  P.  67. 

3.  P.  68. 

4.  P.  69  (eleven  lines). 

5.  P.  69  (begin  with  Hne  13),  70  (five  lines). 

6.  P.  70  (begin  with  line  6). 

7.  P.  71. 


I.     WORD  GROUPS 

Indeed  I  will 
I  have  eaten 
looked  all  around 


2.    SIGHT  WORDS 

Spry  Mouse 
gnawed 


3.     PHONETICS 


Rhymes  :  Handy  Spandy. 
The  Fox. 


Key  Words  :  and 
shop 
very 


Families 

Initial  Phonograms 

and  — 

-  and 

very  —  v 

shop  ■ 

—  sh 

shop  - 

—  op 

Blending 

and 

shop 

fop 

very 

shop 

hand 

hop 

top 

vow 

shack 

sand 

sop 

flop 

van 

ship 

land 

mop 

slop 

vat 

sham 

brand 

lop 

Review  Phonetic  Summary,  Steps  48  to  52. 

118 


SUGGESTED   CORRELATION.     STEPS   53   to   57 
Supplementary  Story.     Tiik  Ghkkoy  Lion. 

1.  Conversation.     The  Greedy  Lion. 

(See   pictures   in   Reader,    Eirst   Year  —  First  Half,  page.s   66 
to  71.) 

2.  Music.     The  Zoo  (Bentley). 

3.  Memory  Selections.     Rhymes:  Handy  Spandy. 

The  Fox. 
(See  Manual,  p.  29.) 

4.  Picture  Study.     Lion,  mouse. 

5.  Nature  Study.     Lion,  mouse. 

6.  Story-telling.     The  Greedy  Lion. 

7.  Dramatization.     The  Greedy  Lion. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.    >  (See  Summary,  Steps  53  to  57.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.      Books:  The  Greedy  Lion. 

12.  Visualization  and  Penmanship  :  and.     (See  Phonetic  Sum- 
mary, Steps  53  to  57.) 

13.  Game.     Visit  to  the  Menagerie.     (See  Manual,  p.  31.) 

14.  Occupations.     Trace,   cut,   draw,    color,   or  mount :    Lion, 
mouse,  pumpkin. 

Illustrate  the  story. 

119 


STEP   53 
Supplementary  Story.     The  Greedy  Lion. 

Language.  Teaclier  develops  the  new  rhyme,  Handy,  Spandy. 
Children  recall  other  rhymes.  Each  child  may  choose  the  rhyme 
he  wishes  to  repeat. 

Reading.  Teacher  tells  the  children  the  name  of  the  story. 
Then  she  allows  them  to  look  at  the  illustrations  in  the  books  for 
a  moment  to  find  what  they  think  is  the  plot  of  the  story.  Next 
they  are  to  consider  one  page  at  a  time,  recognizing  old  friends. 

The  teacher  may  vary  this  drill  in  any  way  that  suggests  itself 
at  the  time.  The  drill  will  bring  into  prominence  the  words  that 
the  children  do  not  know.  When  the  context  will  not  help,  the 
teacher  may  simj)ly  supply  the  word  or  words  needed.  Tell  the  chil- 
dren the  word,  and  at  the  same  time  place  the  word  on  the  black- 
board or  hold  up  the  perception  card.  There  is  likely  to  be  a 
"helper"  in  every  class,  —  a  child  who  acquires  readily  and  re- 
tains well.  The  teacher  should  make  use  of  such  a  child  by  allow- 
ing him  to  help  others.  Time  is  lost,  and  confusion  of  ideas  results 
from  the  teacher's  insisting  upon  developing  a  word  inopportunely 
by  turning  from  more  important  work. 

Phonetics.  Families  and  Initial  Phonograms.  (See  Phonetic 
Type  Lesson  —  Families,  (1)  and  (2),  p.  55;  Phonetic  Type  Les- 
son—  Initial  Phonograms,  (1)  and  (2),  p.  52.) 

STEP  54 

Supplementary  Story.     The  Greedy  Lion. 

Language.  Review  the  rhyme.  Handy  Spandy.  Oral  repro- 
duction of  the  story.  The  Greedy  Lion.  The  teacher  may  make 
corrections  or  suggestions  at  this  time  with  regard  to  the  children's 
phrasing. 

Reading.  Analysis:  Blackboard  and  hooks.  The  teacher  has 
on  the  blackboard,  at  the  beginning  of  the  lesson,  the  sentences 

120 


containing  the  words  to  he  taiifi:lit  for  the  story.  She  j)res(>nts  these 
words  by  retelling  the  story,  just  as  it  is  in  the  hook.  When  she 
conies  to  the  sentence  to  be  taught,  she  points  to  it  on  the  l)hick- 
board,  and  underscores  the  word  group  or  sight  word,  thus  era- 
j)hasizing  the  uiKhM-scored  (new)  gr()Uj)s  or  words  of  the  story. 
This  is  followed  by  drill  on  the  underscored  w^ords.  The  teacher 
may  use  any  of  the  devices  found  under  Devices  —  Word  Groups 
and  Sight  Words,  pp.  41-46. 

Phonetics.  Teacher  i)resents  the  phonetic  cards  for  the  lesson 
and  has  also  a  short  drill.  (For  devices,  see  Phonetic  Devices, 
Manual,  pp.  46-49.) 

STEP   55 

Supplementary  Story.     The  Greedy  Lion. 

Language.  Oral  reprodu(;tion  of  the  story.  The  Greedy  Lion. 
The  children  may  select  the  characters  and  arrange  the  stage  setting 
for  the  dramatization  of  the  story,  which  is  to  be  made  in  the 
following  lesson.  The  teacher  may  make  any  corrections  that 
may  be  needed  in  the  phrasing  of  the  story. 

Reading.  Analysis :  Word  groups  and  sight  words.  The 
teacher  holds  one  after  another  of  the  perception  cards  for  the 
story,  and  the  children  find  in  their  books  and  read,  the  sentences 
in  which  these  groups  or  words  occur. 

Phonetics.  The  teacher  builds  phonetic  lists  found  in  the 
summary  for  this  story.     For  drills,  see  Phonetic  Devices. 

STEP   56 
Supplementary  Story.     The  Greedy  Lion. 

Language.     Dramatization  of  the  story.  The  Greedy  Lion. 

Readmg.  Let  the  children  at  their  seats  follow  the  story  in 
their  books,  while  one  child  tells  the  story.  A  rapid  drill  on 
the  word  groups  and  sight  words  may  follow  the  reading.      For 

121 


devices,  see  Word  Group  and  Sight  Word  Devices,  pj).  41-4G.     Do 
not  neglect  the  hmguage  phase  of  the  work. 

Phonetics.  Drill  on  the  families  and  initial  phonograms  of 
the  story.     (See  Phonetic  Devices,  pp.  46-49.) 

STEP   57 
Supplementary  Story.     The  Greedy  Lion. 

Language.  Dramatization  of  the  story.  The  Greedy  Lion. 
The  children  at  their  seats  follow  the  story  in  their  hooks,  and 
read  the  descriptive  parts. 

Reading.  Books:  Final  reading  of  the  story  from  the  books. 
(See  Reading  from  the  Book,  p.  19.) 

Phonetics.  See  Phonetic  Type  Lesson  —  Liitial  Phono- 
grams, ]).  52;  also  Phonetic  Type  Lesson  —  Families,  p.  55. 

Review.     Blending. 

Blackboard 


sat 

am 

fan 

old 

cow 

7imll 

fat 

ham 

man 

fold 

sow 

wood 

mat 

ram 

tan 

sold 

now 

hat 

Sam 

pan 

mold 

how 

phim 

tat 

slam 

ran 

hold 

brow 

plan 

pat 

sham 

Nan 

told 

vow 

plow 

rat 

bran 

gold 

plump 

Nat 

fall 

Dan 

cow 

plight 

hall 

van 

ding 

cat 

men 

tall 

sing 

can 

good 

hen 

mall 

jump 

ring 

call 

hood 

ten 

pall 

lump 

fling 

cold 

wood 

pen 

wall 

hump 

bring 

caw 

den 

pump 

ling 

coy 

good 

dump 

wing 

gold 

slump 

sling 

gig 

122 


SUMMARY.     STEPS  58  to  G2 
Basic  Story.     Tiiio  Littlio  Tix\  Soldier. 
Rhyme.     Ding,  Dong,  liell. 


Thought-groups. 

1.  P.  73. 

2.  P.  74  (eight  lines). 

3.  P.  74  (begin  with  line  9). 

4.  P.  75  (ten  lines). 

I.   WORD   GROUPS 

Where  are  you  going 
Come  along 


5.  P.  75   (begin  with  line   11),  7G 

(one  line).  ' 

6.  P.  76  (begin  with  line  2). 


2.   SIGHT 

WORDS 

Tin  Soldier 

to-day 

Gun 

thanked 

Sword 

each 

Bugle 

medal 

King 

Castle 

3.   PHONETICS 

Rhymes  :  Singsong.  Key  Words  :  song 

Ding,  Dong,  Bell.  hell 

green 


Families                                        InHial  Phonogram 

song  —  ong  ( =  ong ;  note,  p.  56) 

(Blend) . 

bell  —  ell 

green  —  gr 

green  —  een 

Blending 

song                   bell                  green 

green 

long                    tell                    seen 

grind 

tong                  well                  sheen 

grip 

shell 

grand 

Review  Phonetic  Summary,  Steps  53  to  57. 

123 


SUGGESTED   CORRELATION.     STEPS   58   to   62 
Basic  Story.     The  J>ittle  Tin  Soldier. 

1.  Conversation.     See  pictures  in  Reader,  First  Year  —  First 
Half,  ])p.  73,  76. 

2.  Music.     The  King  of  France  (Bancroft). 

Little  Boy  Blue. 

3.  Memory  Selection.     Rhyme:  Singsong  (New). 

4.  Picture  Study.     See  Reader,  First  Year  —  First  Half,  p.  77. 

5.  Nature  Study.     Grass,  hay  (haystack). 

6.  Story-telling.     The  Little  Tin  Soldier. 

7.  Dramatization.     The  Little  Tin   Soldier. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.    >  (See  Summary,  Steps  58-62.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pj).  36-50. 

ID.  Materials.     Perception  Cards. 
Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  The  Little  Tin  Soldier. 

12.  Visualization  and  Penmanship  :  bell.     (See  Summary,  Steps 
58  to  62.) 

13.  Games.     The  King  of  France. 

14.  Occupations.      Trace,  cut,   draw,  color,  or  mount :    Gun, 
drum,  bugle,  sword. 

Illustrate  the  story. 

124 


STEP   58 
Basic  Story.     Tiik  Little  Tin  Soldier. 

Language.  Tell  the  story,  The  Little  Tin  Soldier.  The  co- 
operation of  the  children  is  incited  in  the  telling  of  the  story. 
The  children  may  assist  by  interpreting  the  pictures  for  the  teacher. 
The  illustration  on  page  73  (Reader)  will  suggest  the  first  thought- 
group.  The  teacher  will  find  it  necessary  to  lead,  suggest,  and 
direct  the  children  in  constructing  these  sentences  one  after  the 
oilier.  In  this  way,  the  children  feel  a  certain  consciousness  of 
power,  when  the  thoughts  have  not  been  given  entirely  to  them. 

From  the  top  of  page  74  to  the  sentence  that  begins,  "  By  and 
by,"  the  teacher  will  probably  have  to  tell  the  greater  part.  Let 
the  children  follow  in  the  books  as  she  tells  it,  for  certain  words  may 
stand  out  on  the  page  and  assist  the  children  in  the  telling  of  the 
remainder  of  the  story.  It  is  difficult  for  the  teacher  to  determine, 
after  the  children  have  become  somewhat  familiar  with  symbols, 
just  how  much  she  needs  to  tell  or  to  develop,  or  to  drill,  since  the 
child  associates  in  ways  of  which  it  is  often  impossible  for  the  adult 
mind  to  conceive.  A  child's  resourcefulness  is  evident  often, 
when  he  shows  a  most  simple  and  direct  solution  of  a  problem 
which  to  the  teacher  has  seemed  unfathomable. 

The  remainder  of  pages  74,  75,  and  76  (one  line)  are  repetitions 
of  this  second  thought-group,  and  will  need  merely  the  introduc- 
tion of  the  characters.  Drum,  Sword,  Bugle. 

By  having  their  books  open  during  the  constructive  story-telling, 
the  children  are  drilling  themselves,  as  their  attention  is  arrested 
orally  and  visually  by  the  repetition  that  occurs  on  these  pages. 

The  climax  and  sixth  thought-group  is  found  on  page  76  (begin- 
ning with  line  2).  The  picture,  the  words  that  they  know  which 
will  give  them  clews,  and  the  teacher's  suggestions,  —  all  these 
will  assist  in  completing  the  telling  of  the  story. 

Sufficient  interest  will  have  been  aroused  in  Soldier  Life,  through 
the  cooperative  story-building,  to  warrant  the  children's  bring- 
ing their  toys  to  school,  to  illustrate  the  story. 

125 


Reading.     Analysis:    Books.      The    cliildriMi    may    find    in    tlie 
story  any  of  their  old  friends,  and  also  words  wiLliin  words. 

Phonetics.      Introduce  and  develop  the  key  words  for  the  story, 
as  found  in  the  Summary,  Steps  58  to  62. 


STEP   59 

Basic  Story.     The  Little  Tin  Soldier. 

Language.  Oral  reproduction  of  the  story,  The  Little  Tin 
Soldier.     (Use  Devices,  p.  40.)     Dramatization  of  the  story. 

Reading.  Analysis  :  Blackboard,  chart,  books,  perception 
cards. 

The  teacher  has  the  following  sentences  on  the  blackboard  at 
the  time  of  the  lesson  : 

1.  He  said,  "  I  will  go  and  fight  for  the  King.^' 

2.  "  Where  are  you  going  to-day  ?  " 

3.  "  May  I  go  ?  "  asked  the  Gun. 

4.  "  Come  along,"  said  the  Soldier. 

5.  Tin  Soldier  said,  "  We  have  come  to  fight  for  you,  O  Kirig."' 

6.  And  the  King  thanked  them  and  gave  each  one  a  medal. 

The  teacher  retells  the  story.  The  Little  Tin  Soldier,  and  as  she 
comes  to  the  above  sentences,  she  underscores  the  word  groups  or 
sight  words  to  be  taught,  in  the  sentence  which  she  is  reading. 
She  utilizes  here  the  language  opportunity  to  drill  on  expres- 
sion, by  asking  several  children  to  give  their  interpretation  of  the 
sentence.  These  sentences  serve  a  dual  purpose,  affording  an  op- 
portunity for  drill  and  for  expression. 

Phonetics.     Presentation  of  the  phonetic  perception  cards  for 
the  story  and  drill.     See  Type  Lesson  —  Phonetics,  Families,  p.  55. 
(For  Devices,  see  Phonetic  Devices,  Manual,  pp.  46-49.) 

126 


STEP   60 
Basic  Story.     Tiik  Littlk  Tin  Soldiiou. 

Language.  Onil  reproduction  of  the  story,  Tlie  Little  Tin 
Soldier,  in  the  followin*''  wjiy :  The  cliildren  have  l)rou<;ht  to  school 
the  toys  mentioned  in  the  story.  The  teaclier  shows  them  how  to 
play  the  game.  She  holds  up  a  toy  soldier,  and  quotes  from  the 
story,  "  Once  upon  a  time,  there  was  a  Tin  Soldier."  A  child  may 
select  any  one  of  the  toys,  and  give  a  sentence  from  the  story  about 
it.     Continue  in  this  way  until  all  the  story  has  been  recalled. 

Reading.  Analysis:  The  sentences  from  Step  59  are  on  the 
blackboard.  A  child  may  recall  any  one  of  the  sentences  and  point 
to  it.  Call  on  other  children  to  do  likewise,  until  all  the  sentences 
have  been  reviewed.  Then  the  teacher  repeats  one  of  the  sen- 
tences and  underscores  the  word  group  or  sight  word  that  she 
wishes  to  develoj),  repeats  the  underscored  words  again,  and  asks' 
a  child  to  match  the  underscored  words  with  the  same  on  percep- 
tion cards,  charts,  and  in  books.  Continue  thus  with  all  the 
word  groups  and  sight  words  that  occur  in  these  sentences. 

Phonetics.  The  teacher  builds,  on  the  blackboard,  the  pho- 
netic lists  found  in  the  Summary,  Steps  58  to  62.  Families,  ong, 
ell,  een ;  Initial  Phonogram,  gr. 

STEP   61 
Basic  Story.     The  Little  Tin  Soldier. 

Language,  i.  The  children  may  recall  Ding,  Dong,  Bell,  and 
all  other  rhymes.  Develop  the  rhyme.  Singsong.  (See  Manual, 
p.  29.) 

2.  Dramatization  of  the  story.  The  Little  Tin  Soldier. 

Reading.  Analysis:  Books.  Drill  on  the  word  groups  and 
sight  word  perception  cards  and  chart.     The  children  may  find 

127 


also  the  word  groups  und  sight  words  of  the  story  in  their  books, 
and  read  the  sentences  in  which  these  are  found.  (See  Devices  — 
Word  CJrou])s  and  Sight  Words,  pp.  41-46.) 

Phonetics.  Drill  with  the  phonetic  cards  for  this  story.  (See 
Devices  —  Phonetics,  ])p.  46-49.) 

STEP   62 

Basic  Story.     The  Little  Tin  Soldier. 

Language.  The  teacher  allows  the  children  to  select  a  per- 
ception card  from  the  story,  and  give  the  sentence  that  the  word 
or  words  suggest. 

Reading.  Boohs:  The  children  may  read  the  story  from  the 
books.     (See  Reading  from  the  Book,  p.  19.) 

Phonetics.  Rapid  drill  with  phonetic  cards,  including  all  de- 
veloped to  this  time.      (See  Phonetic  Devices,  pp.  46-49.) 

Blackboard  Review 


Jack 

saw 

hoji 

pig 

bright 

flew 

sack 

raw 

toy 

rig 

night 

flat 

rack 

paw 

coy 

fig 

light 

fling 

tack 

caw 

Roy 

gig 

sight 

flaw 

pack 

law 

brig 

fright 

flight 

lack 

daw 

hoy 

dig 

might 

flip 

hack 

flaw 

bat 

wig 

tight 

flit 

slack 

ball 

right 

flap 

bump 

air 

fight 

good 

good 

bold 

fair 

flight 

brown 

hood 

gold 

back 

lair 

plight 

bran 

wood 

gall 

big 

hair 

slight 

bring 

128 


SUMMAH^^     STKPS   n.3    to   67 
Basic  Story.     Bov  Bluk  and  the  Dkum. 
Rhyme.     Little  Boy  Blue. 

Thought-groups.     1.  P.  7!)  (seven  lines). 

2.  P.  79   (begin  with  line  8),  80  (four  lines). 

3.  P.  80  (begin  with  line  5). 

4.  P.  80   (begin  with  hne  16),  81. 

5.  P.  82. 


2.  SIGHT 

WORDS 

Toy  Store 

hard 

Drum 

broke 

House 

head 

marehed 

I.  WORD   GROUPS 

Once  upon  a  time 
Do  not  go 
You  would  only 


3.  PHONETICS 

Rhymes  :  Little  Bo  Peep.                    Key  Words  :  Jwme 

Little  Boy  Blue.  stack 

Little  Jack  Horner.  corner 

Initial  Phonograms 

Family                    {Blend)  Ending 

home  —  ome               blue  —  hi  corner  —  er 
stack  —  st 


blue 


home 

dome 

tome 

Rome 


Blending 
blue  stack 

bland  sting 

black  stall 

blind  stump 

stood 


corner 
folder 
singer 
fairer 
neater 


Review  Phonetic  Summary,  Steps  58  to  62. 

ST.    HR.    MANUAL 9  129 


SUGGESTED   CORRELATION.     STEPS   G3   to   G7 
Basic  Story.     Boy  Blue  and  the  Drum. 

1.  Conversation.     See  Pictures  in  Reader,  First  Year  —  First 
Half,  pp.  78  to  82. 

2.  Music.     Little  Boy  Blue. 

3.  Memory  Selection.     Rhyme:  Bye,  Baby  Bunting  (New) 

4.  Picture  Study.     Rabbit. 

5.  Nature  Study.     Rabbit. 

6.  Story-telling.     Boy  Blue  and  the  Drum. 

7.  Dramatization.     Boy  Blue  and  the  Drum. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  1 

Sight  Words.       (See  Summary,  Steps  63  to  67.) 

Phonetics.         I 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Boy  Blue  and  the  Drum. 

12.  Visualization    and    Penmanship:    stack.      (See    Summary, 
Phonetics,  Steps  63  to  67.) 

13.  Games.     Telling  the  Sound;  A   Visit   to   the   Toy   Shop. 
(See  Manual,  p.  32,  31.) 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:   Rabbit, 
Boy  Blue's  horn.     Illustrate  the  story. 

130 


STEP   68 

Basic  Story.     Boy  Bluk  and  the  Drum. 

Language.  The  teacher  tells  the  story,  Boy  Bhie  and  the 
Drum,  in  a  very  intimate  way,  havinji  about  her  the  toys  that  were 
brought  to  school  by  the  children  for  the  story.  The  Little  Tin 
Soldier. 

Reading.  Analysis :  Books.  The  children  may  open  their  books 
to  the  story.  Boy  Blue  and  the  Drum,  and  find  all  their  old  friends 
and  also  words  within  words. 

Phonetics.  Develop  the  key  words  for  the  story.  (See  Sum- 
mary, Steps  63  to  67.) 

STEP   64 
Basic  Story.     Boy  Blue  and  thk  Drum. 

Language.  The  children  reproduce  the  story.  Boy  Blue  and 
the  Drum.     The  teacher  recalls  the  rhyme,  Little  Boy  Blue. 

Reading.  Analysis:  The  teacher  recalls  sentences  from  this 
story,  containing  the  word  groups  and  sight  words  to  be  developed, 
and  writes  the  words  on  the  blackboard,  when  she  comes  to  them 
in  the  sentence,  or  she  indicates  the  perception  cards  on  which  they 
occur. 

Phonetics.  Drill  with  the  phoneti(t  cards  for  this  story.  (See 
Phonetic  Devices,  Manual,  pp.  46-50.) 

STEP   65 

Basic  Story.     Boy  Blue  and  the  Drum. 

Language.  Children  dramatize  the  story,  Boy  Blue  and  the 
Drum.  The  other  children  at  their  seats  may  give  the  descriptive 
parts. 

131 


Reading.  Analysis:  Hooka.  The  children  may  find  iti  Iheir 
books  the  words  that  the  teac;her  flashes,  and  they  may  give  the 
sentence  in  which  the  words  occur.  (Use  Devices  —  Habits, 
Quick  Perception,  (8),  p.  36.) 

Phonetics.  The  teacher  builds  the  lists  on  the  blackboard,  as 
found  in  the  Summary,  Steps  63  to  67.  Family,  ome;  Initial 
Phonograms,  6/,  st;  Ending,  er. 

STEP   66 

Basic  Story.     Boy  Blue  and  the  Drum. 

Language.  The  children  may  recite  and  dramatize  the  rhymes 
they  wish  to  give. 

Reading.  Analysis:  Books.  The  teacher  asks  the  children  to 
find  a  sentence  containing  any  word  that  she  may  dictate.  She 
may  use  the  word  groups  and  sight  words  of  the  story,  also  old 
friends. 

Phonetics.  Drill  on  the  lists  developed  in  the  Summary,  Stejjs 
63  to  67.     (See  Phonetic  Devices,  Manual,  pp.  46-49.) 

STEP   67 

Basic  Story.     Boy  Blue  and  the  Drum. 

Language.  One  child  tells  the  story.  Boy  Blue  and  the  Drum, 
while  the  other  children  follow  the  story  in  the  books,  pointing 
only  to  the  first  word  of  each  line,  as  the  story  progresses. 

Reading.  Books:  The  children  may  read  the  story,  Boy  Blue 
and  the  Drum,  from  the  books.  If  there  is  time,  let  them  reread 
The  Little  Tin  Soldier.  This  will  be  a  fine  opportunity  for  com- 
parison of  the  two  stories. 

Phonetics.  Review  all  the  families  and  initial  phonograms 
acquired.     (See  Phonetic  Devices,  Manual,  pp.  46-49.) 

132 


SUMMARY.     STEPS   (is   to   72 
Basic  Story.     Hunny  Bunting. 
Rhyme.     Bye,  Baby  Bunting. 


Thought-groups 

.     LP.  84,  85  (four  1 

lines). 

5.   P.  88. 

2.    P.  85   (begin  wi 

th  Hne5). 

6.    P.  89. 

3.    P.  86. 

7.    P.  90. 

4.    P.  87. 

I.  WORD  GROUPS 

2.  SIGHT  WORDS 

I  must  not 

Bunny  Bunting 

Black  Snake 

;    cabbage 

Then  he  heard 

Mother  Bunting 

breakfast 

Chirp 

Bob  White 

clover 

rabbit 

Rol)in  Redbreast 

carrot 

cried 

Bluebird 

cherries 

scratched 

grass 

3.  PHONETICS 

Rhymes :  Bye, 

Baby  Bunting.     Key 

Words  :  hunting     lorap 

Fa,  Fe,  Fl,  Fo,  Fil. 

skin 

kitty 

Families 

Initial 

Phonograms 

hunt  —  unt 

(Blend) 

skin  —  in 

kitty  —  k 

skin  —  sk 

wrap  —  ap 

Blending 

hunt 

skin                 tvrap 

kitty 

skin 

runt 

din                    slap 

king 

skip 

stunt 

fin                   map 

kind 

blunt 

tin                     lap 

keen 

grunt 

pin                    cap 

brunt 

sin                    gap 
win                     sap 

Review  Phonetic  Summary,  Steps  63  to  67, 

133 

SUGGESTED   CORRELATION.     STEPS   08   to   72 
Basic  Story.     IJunnv  Bunting. 

1.  Conversation.     Sec   pictures   in   Reader,   First   Year  — First 
Half,  pp.  84,  86,  87,  89,  90. 

2.  Music.     Hare  in  the  Hollow  (Hofer). 

The  Bunny  (Small  Songs  for  Small  Singers). 

3.  Memory  Selections.     Rhymes:  Simple  Simon  (New). 

Bye,  Baby  Bunting. 

Fa,  Fe,  Fi,  Fo,  Fu  (New). 

(See  Manual,  pp.  25-29.) 

4.  Picture  Study.     Birds. 

5.  Nature  Study.     Bob  White,  Robin  Redbreast,  Bluebird. 

6.  Story-telling.     Bunny  Bunting. 

7.  Dramatization.     Bunny  Bunting. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.  ^ 

Sight  Words.    \  (See  Summary,  Steps  68  to  72.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Bunny  Bunting. 

12.  Visualization  and  Penmanship :  hunt.     (See  Summary,  Steps 
68  to  72.) 

13.  Games.     Hare  in  the  Hollow  (Hofer). 

The  Bunny.     (Small  Songs  for  Small  Singers.) 

14.  Occupations.     Trace,  cut,   draw,    color,    or   mount:  Bird, 
cherries,  basket. 

Illustrate  the  story. 

134 


STEP   68 
Basic  Story.     Bunny  Bunting. 

Language,  i.  Review:  Bye,  Baby  Bunting.  Teach:  Fa,  Fe, 
Fl,  Fo,  Fu. 

2.  The  teacher  tells  the  story.  Bunny  Bunting. 

Reading.  Analysis:  Books.  The  children  may  find  all  their 
old  friends  in  the  story,  Bunny  Bunting,  also  words  within  words. 

Phonetics.  Develop  the  key  words  in  the  Summary,  Steps  68 
to  72. 

STEP   69 

Basic  Story.     Bunny  Bunting. 

Language,  i.  Oral  reproduction  of  the  story,  Bunny  Bunting. 
Picture  Study  :     See  Devices  —  Oral  Reproduction,  (1),  p.  40. 

2.  Dramatization  of  the  story.     (See  Devices  —  Dramatization.) 

Reading.  Analysis:  Blackboard.  The  teacher  has  sentences  on 
the  blackboard  containing  the  words  found  in  the  Summary  for 
this  story.  She  should  select  sentences  that  will  afford  a  good  op- 
portunity also  for  expression.  Tiie  teacher  retells  the  story.  Bunny 
Bunting,  and  as  she  comes  to  a  sentence  that  contains  words  to  be 
taught,  she  indicates  which  sentence  it  is.  She  asks  different  chil- 
dren to  point  to  the  same  sentence  and  tell  her  the  sentence.  Then 
the  teacher  reads  one  sentence  after  the  other,  pausing  and  under- 
scoring the  word  groups  or  sight  words. 

Phonetics.  The  teacher  may  have  a  drill  with  the  phonetic 
cards  for  the  story.     (See  Phonetic  Devices,  Manual,  pp.  46-49.) 

STEP    70 

Basic  Story.     Bunny  Bunting. 

Language.  Dramatization  of  the  story,  Bunny  Bunting.  One 
child  may  read  the  descriptive  parts  while  the  other  children  at 
their  seats  follow  in  their  books. 

135 


Reading.  Analysis:  Drill  on  the  word  groups  and  sight  words 
for  this  story.  (See  Word  Grouj)  and  Sight  Word  Devices,  Manual, 
pp.  41-46.) 

Phonetics.  The  teacher  may  build  on  the  blackboard  the  lists 
found  in  the  Summary,  Steps  68  to  72.  (See  Phonetic  Devices, 
pp.  46-49.)     Families,  unt,  in,  ap ;  Initial  Phonograms,  k,  sk. 

STEP   71 
Basic  Story.     Bunny  Bunting. 

Language,      i.   Teach  the  rhyme,  Simple  Simon. 

2.  The  teacher  may  give  one  word  from  any  of  the  rhymes,  and 
the  children  may  repeat  the  rhyme.  Then  a  child  may  give  a  word 
from  a  rhyme  and  another  child  may  repeat  the  rhyme.  Place 
the  device  entirely  in  the  children's  hands  as  soon  as  possible. 

Reading.  Analysis:  Books.  Drill  on  the  word  grouj)s  and  sight 
words.  Do  not  neglect  the  language  side  of  the  drills.  Find  word 
groups  and  sight  words  in  the  story.  Tell  the  sentences  in  which 
they  are  found. 

Phonetics.     Drill  on  the  phonetic  lists  built  in  Step  70. 

STEP   72 
Basic  Story.     Bunny  Bunting. 
Language.     Dramatization  of  the  story.  Bunny  Bunting. 

Reading.  Books:  The  children  may  read  the  story.  Bunny 
Bunting,  in  their  books.     (See  Reading  from  the  Book,  p.  19.) 

Phonetics.  Drill  on  all  the  phonetics  acquired.  (See  Phonetic 
Devices,  pp.  46-49.) 

136 


SUMMARY.     STEPS   73   to   77 
Basic  Story.     Why  the  Rabbit  Laughed. 

Rhyme.     Simple  Simon. 

Thought-groups.     1.  P.  93  (seven  lines). 

2.  P.  93  (begin  with  line  8),  94. 

3.  P.  95. 

4.  P.  96. 


I.  WORD   GROUPS 

2.  SIGHT  WORDS 

How  do  you  do 

White  Rabbit 

stretched 

water 

Here  is  a  rope 

Mr.  Whale 

bottom 

three 

both  very  strong 

Mr.  Elephant 

sea 

bushes 

Tug  of  War 

rope 

backwards 

Pull  harder 

3-  PHONETICS 

Rhymes  :     Simple  Simon.        ,         Key  Words  :  we7it 

Hey,  Diddle,  Diddle.  spoon 

Jack  be  Nimble.  jump 

Mistress  Mary.  shells 

Initial  Phonograms 


Family 

(Blend) 

Ending 

went  —  ent 

jump 

-j(- 

dzh) 
Blende 

spoon  —  sp 
mg 

shells  —  s  ( = 

z) 

went 

spoon 

jump 

shells 

sent 

span 

jaw 

bells 

tent 

spell 

Jack 

rings 

vent 

spin 

wings 

dent 

spent 

boys 

bent 

toys 

Review  Phonetic  Summary,  Steps  68  to  72. 

137 


SUGGESTED   CORRELATION.     STEPS   78   to   77 
Basic  Story.     Why  the  Rabbit  Laughed. 

1.  Conversation.      See    pictures,    Reader,    First    Year  —  First 
Half,  pp.  92,  94,  96. 

2.  Music.     Tiddly  Winks   and  Tiddly  Wee    (Small  Songs  for 

Small  Singers). 
The  Zoo.     (Bentley.) 

3.  Memory  Selections.     Baa,  Baa,  Black  Sheep  (New). 

Mistress  Mary  (New). 
Simple  Simon. 
(See  Reader,  First  Year  —  First  Half,  pp.  91,  108,  109.) 

4.  Picture  Study.     Elephant,  whale. 

5.  Nature  Study.     Elephant,  whale. 

6.  Story-telling.     Why  the  Rabbit  Laughed. 

7.  Dramatization.     Why  tlie  Rabbit  Laughed. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.! 

Sight  Words.    \  (See  Summary,  Steps  73  to  77.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Why  the  Rabbit  Laughed. 

12.  Visualization  and  Penmanship:     jump.      (See    Summary, 
Steps  73  to  77.) 

13.  Game.     Tug  of  War. 

14.  Occupations.     Trace,    cut,    draw,    color    or    mount:    Ele- 
phant, whale.  Simple  Simon's  pail,  fishing  rod. 

Illustrate  the  story. 

138 


STEP   73 

Basic  Story.     Wiiv  the  Rabbit  Laughed. 

Language.  Children  ojxmi  Ihcir  books  to  the  illustrations  of 
the  story,  Why  the  Rabbit  Laughed.  Through  conversation  the 
teacher  will  be  able  to  develop,  with  the  children,  many  of  the 
common  characteristics  of  the  animals  of  this  story.  Then  she 
may  follow  the  period  of  conversation  with  the  telling  of  the  story, 
emphasizing  the  word  groups  and  sight  words  that  are  to  be  taught 
in  the  story. 

Reading.  Blackboard:  The  teacher  has  on  the  blackboard, 
at  the  beginning  of  the  lesson,  the  word  groups  and  sight  words  to 
be  taught  in  the  story.  She  tells  the  story  again,  and  as  she  comes 
to  one  of  the  word  groups  or  sight  words,  she  simply  touches  it 
with  the  pointer  and  passes  on  in  the  telling  of  the  story,  with  no 
remark  about  it.  There  is  so  much  repetition  of  these  words  that 
the  children  will  catch  the  association  readily. 

Phonetics.     Develop  the  key  words  in  Summary,  Steps  73  to  77. 

STEP   74 

Basic  Story.     Why  the  Rabbit  Laughed, 

Language,     i.  Rhyme:  Simple  Simon. 

2.  'J'he  children  give  oral  reproduction  of  the  story.  Why  the 
Rabbit  Laughed. 

Reading.  Analysis:  Blackboard.  The  words  remain  on  the 
blackboard  from  Step  73.  The  children  may  point  to  any  of  the 
words  they  know,  and  give  a  sentence  from  the  story,  containing 
the  word.     Continue  with  this  device  until  all  the  words  are  used. 

Phonetics.  Drill  with  the  phonetic  cards  for  this  story.  (See 
Phonetic  Devices,  Manual,  pp.  46-49.) 

139 


STEP   75 

Basic  Story.     Why  the  Rabbit  Laughed. 

Language.  Children  dramatize  the  story,  Why  the  Rabbit 
Laughed. 

Reading.  Analysis:  Books.  Children  find  in  tiieir  books  the 
sentences  containing  the  words  that  the  teacher  indicates  at  the 
blackboard  or  by  perception  cards.  The  children  give  the  sen- 
tences. It  may  be  necessary  for  the  teacher  to  aid  the  children  by 
giving  them  clews. 

Phonetics.  The  teacher  develops  the  phonetic  lists  found  ^n 
the  Summary,  Steps  73  to  77.  Family,  ent ;  Initial  Phonograms, 
j,  sp;  Ending,  s(  =  z). 

STEP   76 

Basic  Story.     Why  the  Rabbit  Laughed. 

Language,  i.  Develop  the  new  rhymes,  Mistress  Mary,  and 
Baa,  Baa,  Black  Sheep. 

2.  The  children  may  recall  all  the  rhymes,  through  pantomime. 

Reading.  Analysis:  i.  Drill  on  the  word  groups  and  sight 
words  for  the  story.     (See  Word  Group  and  Sight  Word  Devices.) 

2.  Books :  The  children  may  find  all  their  old  friends  in  the  story, 
whether  word  groups,  sight  words,  or  phonograms. 

Phonetics.     Drill  on  the  phonetic  lists  found  in  the  Summary. 

STEP  77 
Basic  Story.     Why  the  Rabbit  Laughed. 
Language.     Dramatization,  Why  the  Rabbit  Laughed. 

Reading,  i.  Rapid  review  of  the  word  groups  and  sight  words 
for  the  story. 

2.  Books:  The  children  read  the  story  from  the  books.  (See 
Reading  from  the  Book,  p.  19.) 

Phonetics.     Review  of  phonetics  acquired.     (See  Devices,  p.  46.) 

140 


SUMMARY.     STEPS   78   to   82 


Basic  Story.     The  Buckwheat  Boy. 
Rhyme.     Run,  Run,  Ahoy,  Ahoy. 

Thought-groups.     1.  P.  1)7.     0.  P.  lO"*  (hogin  with  line  7),  103. 

2.  P.  98.     7.   P.  104,  105  (.six  line.s). 

3.  P.  99.     8.  P.  105  (begin  with  line  7),  100. 

4.  P.  100.  9.  P.  107. 

5.  P.  101,  102  (.six  lines). 

2.  SIGHT  WORDS 

Hor.se 
Wolf 
shouted 
can't 


[.  WORD   GROUPS 

lived  all  alone 
down  the  street 
swim  across 
half  gone 
another  snap 


Buckwheat  Boy 
Old  Woman 
Old  Man 
Cow 


chased 

Nobody 

river 

shoulder 

care 


3.  PHONETICS 

Rhymes  :  The  Fox.  Key  Words  :  fox 

Baa,  Baa,  Black  Sheep.  you 

Mistress  Mary.  pretty 

Little  Miss  Muffet. 

Initial  Phonograms 


quite 
eating 


Family 

{Blen 

d) 

Ending 

fox  —  ox 

you  —  y 

pretty  - 

~  pr 

eating  —  ing 

quite  — 

qu  1 

:=kw) 

Blending 

fox            yon 

pretty 

quite 

eating 

singing 

box            yell 

prow 

quack 

finding 

telling 

prig 

queen 

falling 

folding 

prop 

quit 

jumping 

packing 

prong 

hunting 

standing 

Review  Phonetic  Summary,  Steps  73  to  77. 

141 


SUGGESTED   CORRELATION.     STEPS   78    lo   8^2 
Basic  Story.     The  Buckwheat  Boy, 

1.  Conversation.    See  pictures,  Reader,  First  Year  —  First  Half, 
PI).  97  to  107. 

2.  Music.     Poppies   ((Jaynor). 

3.  Memory  Selections.     The  Fox. 

Baa,  Baa,  Black  Sheep. 
Mistress  Mary. 
Little  Miss  Muffet. 

4.  Picture  Study.     Horse,  wolf. 

5.  Nature  Study.     Horse,  wolf,  buckwheat. 

6.  Story-telling.     The  Buckwheat  Boy. 

7.  Dramatization.     The  Buckwheat  Boy. 

8.  Analysis.  Thought-groups. 

Sentences. 

Word  Groups.] 

Sight  Words.    \  (See  Summary,  Steps  78  to  82.) 

Phonetics.        J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

1 1 .  Reading.     Books :  The  Buckwheat  Boy. 

12.  Visualization   and   Penmanship:   eating.      (See   Summary, 
Phonetics,  Steps  78  to  82.) 

13.  Game.    Run,  Run,  Ahoy,  Ahoy.    (Children  originate  game.) 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:   Horse, 
wolf.     (See  silhouette,  Reader,  p.  107.) 

Illustrate  the  story. 

142 


STEP   78 
Basic  Story.     The  Buckwheat  Boy. 

Language,  i.  Review  the  rhymes,  Baa,  Baa,  Black  Sheep, 
Mistress  Mary,  The  Fox,  unci  Little  Miss  Muffet. 

2.  The  teacher  tells  the  story.  The  Buckwheat  B03',  and  very 
casually  places  word  cards  on  the  chalk  tray  as  she  speaks  a  word 
group  or  sight  word.  She  makes  no  comment  in  regard  to  the 
words. 

Reading.  Analysis:  Books.  The  children  may  open  their 
books  and  attempt  to  tell  the  story.  The  pictures  will  suggest 
the  thought  units.  The  teacher  will  guide  the  turning  of  the 
pages,  to  assist  in  locating  the  thought  units  on  the  pages.  If 
there  is  time,  the  children  may  note  their  old  friends  on  the  pages. 

Phonetics.     Develop  the  key  words  in  Summary,  Steps  78  to  S'i. 

STEP   79 

Basic  Story.     The  Buckwheat  Boy. 

Language.  Children  give  oral  reproduction  of  the  story,  The 
Buckwheat  Boy.  The  children  at  their  seats  may  have  their 
books  open  and  follow  each  sentence  as  it  is  given,  pointing  only  to 
the  first  word  of  each  line.  Have  several  children  each  tell  a 
thought  unit  in  the  story. 

Reading.  Analysis:  The  teacher  may  recall  the  sentences 
containing  the  words  to  be  taught,  and  place  the  word  groups  and 
sight  words  on  the  blackboard  as  she  speaks  them.  After  she  has 
presented  all  the  word  groups  and  sight  words  for  this  story,  a  drill 
should  follow.  (See  Devices,  Word  Groups  and  Sight  Words, 
Manual,  pp.  41-46.) 

Phonetics.  Introduce  the  phonetic  cards  and  follow  with  a 
drill.     (See  Phonetic  Devices,  Manual,  pp.  46-49.) 

143 


STEP   80 
Basic  Story.     The  Buckwheat  Boy. 
Language.     Dramatization  of  the  story.      (See  Manual,  p.  39.) 

Reading.     Analysis:  Drill  on  the  word  groups  and  sight  words. 
Books:  Indicate  thought  units  for  study  by  the  pictures.     Have 
the  children  locate  the  thought  units  in  the  story. 

Phonetics.  Build  phonetic  lists  found  in  Summary,  Steps  78  to 
82.     Family,  ox  ;  Initial  Phonograms,  y,  pr,  qu  ;  Ending,  ing. 

STEP   81 

Basic  Story.     The  Buckwheat  Boy. 

Language,  i.  The  children  recall  the  rhymes.  Baa,  Baa,  Black 
Sheep,  and  Mistress  Mary,  in  pantomime. 

2.  The  children  dramatize  the  story.  The  Buckwheat  Boy. 

Reading.  Analysis:  Drill  upon  the  word  groups  and  sight 
words  for  tlie  story. 

Books:  The  finding  of  old  friends  and  words  within  words  will 
aid  in  the  preparation  of  the  reading  of  the  story. 

Phonetics.     Drill  on  the  phonetic  lists  developed  in  Step  80. 

STEP   82 

Basic  Story.     The  Buckwheat  Boy. 

Language.  Preparation  for  good  expression  in  reading.  The 
teacher  asks  the  children,  for  example,  to  find  and  give  the  sentence 
that  tells  what  the  Old  Woman  said  when  she  had  finished  making 
the  Buckwheat  Boy.  Treat  the  rest  of  the  conversation  of  the 
story  in  the  same  way. 

Reading.  Books :  The  children  may  read  the  story.  The  Buck- 
wheat Boy,  from  the  books.     (See  Reading  from  the  Book,  p.  19.) 

Phonetics.  Drill  on  all  the  families  and  initial  phonograms 
acquired  up  to  this  step. 

•  144 


SUMMARY.     STEPS   83    lo   87 


Basic  Story.     The  Naughty  Billy  Goat. 

Rhymes.     Baa,  Baa,  Black  Sheep. 
Mistress  Mary. 

Thought-groups. 

1.  P.  110. 

2.  P.  Ill  (twrlve  lines). 

3.  P.  Ill  (begin  with  line  13),  112 

(five  lines). 

4.  P.  112  (begin  with  line  ()),  113. 

5.  P.  lU,  115  (two  lines). 

I.  WORD  GROUPS 

began  to  cry  Billy  Goat 

Why  do  you  Boy 

has  run  away  Gray  Squirrel 

Bumblebee 


G.   P.  11.5  (begin  with  line  3). 

7.  P.  11(5,  117  (two  lines). 

8.  P.  117  (begin  with  line  3). 

9.  P.  118. 
10.  P.  119,  120. 


2.  SKJIIT  WORDS 


sting 

rushed 

readied 


3.   PHONETICS 
Rhymes  :  Singsong.  Key  Word  :  cry 

Fa,  Fe,  Fi,  Fo,  Fu. 
Rab,  Reb,  Rib,  Rob,  Rub. 


Family 

cry  —  //  (=  i) 


Initial  Phonogram 

{Blend) 
cry  —  cr 


Voivels 

a  e  I  6  u 

a  e  i  6  li 


Blending 


cry 

cry 

fry 

crack 

sty 

crop 

sky 

by 

Long  and  Short  Voivels 


fa  rab 

fe  reb 

fl  rib 

fo  rob 

fil  riib 
Review  Phonetic  Summary,  Steps  78  to  82. 

ST.    HR.    MANUAL 10  145 


SUGGESTED   CORRELATION.     STEPS   83   to   87 
Basic  Story.     The  Naughty  Billy  Goat. 

1.  Conversation.     See   pictures,   Reader,    First    Year  —  First 
Half,  pp.  110  to  120. 

2.  Music.     The  Clock  (Bentley). 

3.  Memory  Selections.     Fa,  Fe,  Fl,  Fo,  Fu. 

Rab,  Reb,  Rib,  Rob,  Riib  (New). 
Baa,  Baa,  Black  Sheep. 
Mistress  Mary. 

4.  Pictures.     Goat,  squirrel. 

5.  Nature  Study.     Goat,  squirrel.  • 

6.  Story-telling.     The  Naughty  Billy  Goat. 

7.  Dramatization.     The  Naughty  Billy  Goat. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.! 

Sight  Words.    \  (See  Summary,  Steps  83  to  87.) 

Phonetics.        J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  The  Naughty  Billy  Goat. 

12.  Visualization  and  Penmanship  :  cry.     (See  Summary,  Steps 
83  to  87.) 

13.  Games.     Dickory,  Dickory,  Dock  (Gaynor). 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:  Squirrel, 
goat.     (See  silhouette,  Reader,  p.  121.) 

Illustrate  the  story. 

146 


STEP   83 
Basic  Story.     The  Naughty  Billy  Goat. 

Language,  i.  Toll  llio  .story,  The  Naughty  Billy  Gout,  allow- 
ing the  children  to  have  their  hook.s  open  at  the  .story. 

2.  Develoj)  the  refrains  in  the  story:  (a)  Intery,  mintery,  cut- 
lery, corn ;  (6)  Cry,  baby,  cry  ;  and  the  rhyme.  Singsong. 

Reading.  The  teacher  may  assist  the  children  in  the  oral  repro- 
duction of  the  .story,  The  Naughty  Billy  Goat.  When  they  come 
to  a  difficulty,  it  will  often  aid  to  show  them  in  the  story  the  sen- 
tence or  word.     This  slight  aid  is  often  all  that  is  necessary. 

Phonetics.  Introduce  the  key  words.  Summary,  Phonetics, 
Steps  83  to  87. 

STEP   84 

Basic  Story.     The  Naughty  Billy  Goat. 

Language,  i.  Teach  the  rhyme,  Rab,  Reb,  Rib,  Rob,  Rub. 
Review,  Fa,  Fe,  Fi,  Fo,  Fu. 

2.  The  children  give  the  oral  reproduction  of  the  story.  The 
Naughty  Billy  Goat. 

Reading.  The  teacher  gives  sentences  from  the  story  that  con- 
tain the  words  to  be  taught,  and  she  places  the  words  on  the  black- 
board as  she  comes  to  them.  A  drill  on  these  words  is  to  follow. 
If  the  child  does  not  recall  a  word,  the  teacher  aids  him  by  recalling 
the  thought  or  sentence. 

Phonetics.  Teacher  builds  the  list  found  in  the  Summary, 
Steps  83  to  87.     A  drill  should  follow. 

STEP   85 

Basic  Story.     The  Naughty  Billy  Goat. 

Language.  Dramatization  of  the  story.  The  Naughty  Billy 
Goat.  The  children  at  the  seats  may  give  the  descriptive  parts 
of  the  story. 

147 


Reading.  Analysis:  Drill  on  tlir  word  groups  and  sight  words. 
Boolc)-:  Find  old  friends-,  and  words  within  words  in  the  story. 

Phonetics.  Ix't  the  childrni  attcMiipt  to  make  the  list  found 
in  Step  84  grow,  by  additions  that  they  may  suggest. 

STEP  86 

J?asic  Story.     The  Naughty  Billy  Goat. 

Language.  Teacher  chooses  different  groups  of  children  to 
dramatize  each  thought-group  in  the  story. 

Reading.  Analysis:  1.  Drill  on  the  word  groups  and  sight 
words  in  the  story.  (See  Devices,  Word  Groups  and  Sight  Words, 
Manual,  pp.  41-46.) 

2.  Books.  The  children  may  find  the  word  groups  and  sight 
words  of  the  story  in  their  books,  and  read  the  sentences  in  which 
these  occur. 

Phonetics.  The  children  may  find  in  their  books  illustrations 
of  the  phonetic  elements  found  in  the  Summary,  Steps  83  to  87. 

STEP    87 

Basic  Story.     The  Naughty  Billy  Goat. 

Language.  One  child  tells  the  story,  The  Naughty  Billy  Goat, 
while  the  children  at  their  seats  follow  the  story  in  their  books. 

Reading.  Books,  i.  Review  of  the  word  groups  and  sight 
words  of  the  story. 

2.  Reading  of  the  story  from  the  books.  (See  Reading  from 
the  Book,  p.  19.) 

Phonetics.  Review  of  all  the  phonetics  acquired  thus  far. 
(See  Phonetic  Devices,  Manual,  pp.  46-49.) 

148 


SUMMARY-    RPXAPITULATION.     STEPS  SH  (.,  !)() 

Phonetics.      Rliynies  :  A  Fay  and  an  Eli".     (Manual,  p.  29.) 
Slippety,  Slip. 
The  Fox. 


Families:  elf   oak  ice 
ate   use   up 


Key  Words  :  elf  oak   ice 
ate  use    up 


Blending 


elf 

ate 

ice 

use 

self 

fate 

rate 

slate 

mice 

fuse 

shelf 

late 

Kate 

grate 

nice 

oak 

mate 

plate 

state 

slice 

up 

soak 

hate 

gate 

skate 

si)ice 

sup 

croak 

date 

c;rate 

price 

cup 

Review  Phonetic  Summary,  Steps  83  to  87. 
Blackboard  Review 


find 

eat 

new 

slip 

it 

shop 

mind 

seat 

mew 

sip 

fit 

hop 

rind 

meat 

hew 

nip 

lit 

sop 

hind 

neat 

j)ew 

lip 

sit 

mop 

wind 

heat 

few 

dip 

hit 

lop 

grind 

peat 

Jew 

pip 

pit 

fop 

blind 

bleat 

stew 

rip 

mit 

top 

bind 

beat 

dew 

hip 

wit 

flop 

kind 

tip 

flit 

slop 

song 

hell 

ship 

sht 

stop 

and 

long 

tell 

grip 

bit 

prop 

hand 

tong 

sell 

skip 

quit 

crop 

sand 

prong 

fell 

grit 

land 

shell 

149 


PHONETIC   TABLE.     STEPS   88   to   90 

Application  of  Vowels 

Have  the  words  read  across  the  page  for  the  sounds  of  the  dif- 
ferent vowels,  and  down  the  page  for  emphasis  on  a  single  vowel. 
Call  the  child's  attention  to  the  fact  that  in  many  words  with  two 
vowels,  such  as  ate,  eat,  ice,  oak,  and  use,  the  second  vowel  is  not 
sounded  but  makes  the  first  vowel  tell  its  name.  The  table  gives 
a  review  of  all  the  initial  phonograms. 


rab 

reb 

rib 

rob 

rub 

w 

a 

e 

i 

6 

n 

at 

elf 

in 

ox 

up 

ran 

men 

sit 

top 

hunt 

ham 

den 

nip 

box 

cup 

nap 

lent 

jig 

hop 

lump 

fan 

well 

skin 

stop 

frump 

cap 

sent 

king 

shop 

plump 

hand 

fell 

fling 

fox 

brunt 

plan 

tell 

bring 

flop 

dump 

flat 

vent 

slip 

mop 

slump 

grand 

shell 

shin 

prop 

grunt 

black 

spent 

grin 

pop 

blunt 

band 

quell 

skip 

slop 

jump 

slack 

spell 

sting 

crop 

stump 

fa 

fe 

fl 

fo 

fu 

a 

e 

I 

6 

u 

ate 

eat 

ice 

oak 

use 

plate 

beat 

nice 

oat 

fuse 

cane 

meal 

dike 

dome 

tune 

bake 

here 

time 

toe 

hue 

150 


STEP   88 

Language.  The  children  may  open  their  hooks  to  the  blocked 
cover  pages  containing  the  pictures  of  their  Mother  Goose  friends. 
They  may  select  a  ])icture,  and  give  a  sentence  about  it. 

Reading.  i.  A  drill  to  review  all  the  word  groups  and  sight 
words  taught  during  the  eighty-seven  Steps.  (See  Word  Group 
and  Sight  Word  Devices,  (21),  p.  44.) 

2.   Let  the  children  select  the  story  to  be  read. 

Phonetics.     New  Families  :  elf,  oak,  ate,  use,  ice,  iij). 

(See  Steps  88  to  90;  Phonetic  Type  Lesson  —  Families,  p.  55.) 

STEP  89 

Language.  Have  several  stories  retold.  Let  each  child  make 
his  own  selection. 

Reading,  i.  A  drill  to  review  all  the  words  taught  during 
the  eighty-seven  Steps.  (See  Word  Group  and  Sight  Word 
Devices,   (18).) 

2.  Choose  one  child  to  read  to  the  class,  while  the  rest  listen 
to  the  story  with  their  books  closed.  Have  other  children  repro- 
duce the  story. 

Phonetics.     Application  of  the  vowels.     (See  Steps  88  to  90.) 

STEP  90 

Language.  The  children  may  give  all  the  rhymes  taught  dur- 
ing the  eighty-seven  Steps.     Let  each  child  choose  a  rhyme. 

Reading,  i.  A  drill  to  review  all  the  words  taught  during 
the  eighty-seven  Steps.     (See  Devices,  (19).) 

2.  Let  the  children  choose  the  story  to  be  read.  (Independent 
Reading.) 

Phonetics.  Let  this  exercise  be  a  test  of  the  children's  pho- 
netic power.  Place  on  the  blackboard  words  belonging  to  all  the 
families  and  containing  the  initial  phonograms  thus  far  taught, 
but  not  the  key  words,  and  apply  a  drill  found  under  Phonetic 
Devices.     (See  Phonetic  Devices,  19,  20,  or  10,  i)p.  49,  48.) 

151 


CHRONOLOGICAL   PHONETIC   SUMMARY 

First  Year  —  First  Half 


Steps 


1-10 


11-15 
16-19 
20-25 

26-30 

31-35 
36-39 
40-44 


Stories 


Bo  Peep  and  Her 

Sheep 


Humpty 
Dumpty's  Fall 

Jack  Horner  and 
the  Pie 

Mrs.  Sugar 
Bowl's  Party 

Dish  and  Mrs. 
Sugar  Bowl 

Mother  Hub- 
bard's Party 

The  Cat  and 
Miss  Muffet 

Red  Hen's  Nest 

Red  Fox  and  the 

Nest 

Red  Hen  and 
Brown  Fox 


Key  Words 


tails 
put 
ran 
none 


find 

lost 
sat 
men 
home 

sat 
men 

am 
fall 


ran        jump 
old 

ding     plum 

cow 

Jack     saw 
good 

boy 

frightened 

pig       flew 
air        brown 
bright 


Initial 
Phonograms 

(Blend) 

Families 

f               t 

1               P 

s          r 

m       n 

h 

at 
en 

am 
all 

an  ump 
old 

pl 

ing 

c 

ow 
ack  aw 

g 

ood 

b 

fr 

oy 

fl 

ig 

br 

air 
ight 

End- 
ings 


152 


CHRONOLOCIICAL   PHONETIC   SV MM XRY  —  Continued 


Steps 

45-47 
48-52 
53-57 
58-62 
63-67 
68-72 

73-77 
78-82 

83-87 
88-90 


Stories 


Gray  Duck  and 
Brown  Fox 

The  Cat  and  the 
Goose 

The    Greedy 
Lion 

The    Little   Tin 
Soldier 

Boy    Blue    and 
the  Drum 

Bunny  Bunting 


Why  the  Rabbit 
Laughed 

The  Buckwheat 
Boy 

The  Naughty 
Billy  Goat 


Recapitulation 


Key  Words 


find 
eat 

wall 
it 

and 
shop 


dog 
new 

slip 


very 


Initial 
Phonograms 

(Blend) 


song 
green   bell 

blue      home 
stack    corner 

hunt 

kitty    wrap 

skin 

went     jump 


w 


V 

sh 


spoon 

shells 

fox 

quite 

you 

eating 

pretty 

cry 

elf 

use 

ate 

ice 

oak 

up 

(  =  dzh) 


Familiea 


End- 
ings 


ind 
eat   ew 

ip 
it 

and 
op 

ong(=ong) 
gr      een    ell 

bl     i  ome 
st 

unt 

ap 

in 

ent 


sp 

qu 

(  =  kw) 

pr 
or 


Vowels 


aeiou 
aeioii 


ox 


er 


s(=z) 


mg 


y(  =  i) 


elf  use 
ate  ice 
oak    up 


153 


PHONETIC   KEY 


First 


Rhymes 

Little  Bo  Peep 

Little  Miss  Muffet 
Humpty  Durapty 

Little  Bo  Peep 

Little  Jack  Horner 
Hey,  Diddle,  Diddle 
Old  Mother  Hubbard 
Hey,  Diddle,  Diddle 

Little  Jack  Horner 

Old  Mother  Hubbard 
Humpty  Dumpty 
The  Fox 
Handy,  Spandy 
Fa,  Fe,  Fi,  Fo,  Fu 
Jack  Be  Nimble 
Baa,  Baa,  Black  Sheep 

Little  Jack  Horner 
Little  Miss  Muffet 

Dickory,  Dickory,  Dare 

Slippety,  Slip 
Ding,  Dong,  Bell 

Little  Boy  Blue 

Bye,  Baby  Bunting 
Hey,  Diddle,  Diddle 


r'ear  —  First  Half 

Key  Words 

Initial  Phonograms 

find 
lost 

f 

I 

sat 

s 

men 

m 

home 
tails 

h 

t 

put 

V 

ran 

r 

none 

n 

cow 

c 

good 

9 

boy 

b 

dog 

d 

wall 

w 

very 

V 

shop 

sh 

kitty 

k 

jump 

j(=dzh) 

you 

// 

(Blend) 

plum 

pi 

frightened 

fr 

flew 

fl    ■ 

brown 

br 

slip 

si 

green 

gr 

j  blue 
1  stack 

hi 

St 

skin 

sk 

spoon 


sp 


154 


Rhymes 

Mistress  Mary 
Singsong 


Little  Miss  Muffet 

Humpty  Diimpty 
Little  Jack  Horner 
Humpty  Dumpty 
Hey,  Diddle,  Diddle 
Old  Mother  Hubbard 
Jack  Be  Nimble 
Ding,  Dong,  Bell 
Hey,  Diddle,  Diddle 

Little  Jack  Horner 

See,  Saw,  Marjory  Daw 
Little  Jack  Horner 

Dickory,  Dickory,  Dare 

The  Fox 
Little  Bo  Peep 
Little  ]Miss  Muffet 
See,  Saw,  Marjory  Daw 
Slippety,  Slip 
The  Fox 

Handy,  Spandy 

Singsong 

Ding,  Dong,  Bell 

Little  Bo  Peep 


Key  Words 

Initial   Pli(>ri()(/r<tinti 

{Blend) 

f  pretty 
1  quite 

pr 

qu  (=  kw) 

cry 

cr 

Families 

sat 

at 

men 

en 

am 

am 

fall 

all 

ran 

an 

old 

old 

jump 

ump 

ding 

ing 

cow 

ow 

Jack 
good 

ack 

ood 

saw 

aw 

boy 

oy 

[pig 
I  air 

ig 

air 

bright 

ight 

find 

ind 

eat 

eat 

new 

ew 

slip 

ip 

it 

it 

and 
shop 

and 

op 

song 

ong  ( =  ong) 

jbell 

ell 

1  green 

een 

home 

ome 

155 


Rhymes                                     Key  Words 

Families 

hunt 

unt 

Bye,  Baby  Bunting 

•skin 

in 

wrap 

ap 

Simple  Simon 

went 

ent 

The  Fox 

fox 

ox 

Singsong 

cry 

yi=i) 

A  Fay  and  an  Elf 

elf       ate 
. oak     use 

elf       ate 
oak     use 

Slippety,  Slip 

ice 

ice 

The  Fox 

up 

up 
Endings 

Little  Jack  Horner 

corner 

er 

Mistress  Mary 

shells 

■  si=z) 

Little  Miss  Muffet 

eating 

ing 

Vowels 

Fa,  Fe,  Fi,  Fo,  Fu 

a, 

e,  I,  6,  u 

Rab,  Reb,  Rib,  Rob,  Rub 

a. 

e,  i,  6,  ii 

WORD  GROUPS 


Steps  1  to  10 
looked  and  looked 
could  not  find  them 
Then  she  went 
Leave  them  alone 

Steps  11  to  15 
was  eating 
give  me  some 


Steps  16  to  19 
Will  you 
I  will  not 
ran  after  him 

Steps  20  to  25 
were  there 
Let  us  play 
Cat  and  Mouse 
They  played 
danced  together 


156 


Steps  -26  to  30 
Puss  in  ihc  Corner 
Once  there  was 
would  not  go 

Steps  31  to  35 
Good  morning 
There  is  something 
By  and  by 

Steps  36  to  39 

walked  and  walked 
On  the  way 
What  a  fine  dinner 
Do  not  tell 

Steps  40  to  44 

So  he  went 
Let  me  think 
swayed  to  and  fro 

Steps  45  to  47 
swam  away 
came  back 

Steps  48  to  52 
Have  you 
down  the  road 
You  are 
On  and  on 

Steps  53  to  57 
Indeed  I  will 


I  liave  eaten 
looked  all  around 

Steps  58  to  62 

Wliere  are  you  going 
Come  along 

Steps  63  to  67 
Once  upon  a  time 
Do  not  go 
You  would  only 

Steps  68  to  72 

I  must  not 
Then  he  heard 

Steps  73  to  77 
How  do  you  do 
Here  is  a  rope 
both  very  strong 
Tug  of  War 
Pull  harder 

Steps  78  to  82 
lived  all  alone 
down  the  street 
swim  across 
half  gone 
another  snap 

Steps  83  to  87 
began  to  cry 
Why  do  you 
has  run  away 


157 


SIGHT 

WORDS 

First  Year- 

—  First  Half 

Steps  1  to  10 

Dish 

Little  Bo  Peep 
Little  Jack  Horner 

Cup 
Saucer 

Little  Miss  Muffet 
Humpty  Dumpty 
Little 

Knife 

Fork 

party 

Please 

sheep 

help 

corner 

said 

found 

ice  cream 

cake 

candy 

laughed 

Maid 

round 

table 

Steps  11  to  15 

wash 

Little  Boy  Blue 

face 

No 

garden 

spider 

Steps  26  to  30 

Old  Mother  Hubbard 

away 
climbed 

It 

good-by 

great 

bird 
called 

Steps  16  to  19 

pie 

Steps  31  to  35 

thumb 

Red  Hen 

pulled 

Gray  Duck 

Steps  20  to  25 

White  Goose 
Brown  Owl 

Mrs.  Sugar  Bowl 

corn 

Little  Spoon 

nest 

158 


cluck 

Big  Pig 

quack 

Black  Bear 

asked 

Brown  Lion 

talk 

one  hundred 

who 

invited 

kitty 

supper 

two 

Steps  36  to  39 

hungry 

Mrs.  Hen 

Mrs.  Duck 

sewing 
coat 

Mrs.  Goose 
Mr.  Owl 

Steps  53  to  57 

Red  Fox 

Spry  Mouse 

himself 

gnawed 

black 

Steps  58  to  62 

Steps  40  to  44 

Tin  Soldier 

Brown  Fox 

Gun 

bag 

Sword 

scissors 

Bugle 

cut 

King 

hole 

Castle 

opened 

to-day 

Steps  45  to  47 

thanked 
each 

caught 

medal 

behind 

Steps  63  to  67 

Steps  48  to  52 

Toy  Store 

Gray  Cat 

Drum 

Little  Duck 

House 

159 


marched 

stretched 

hard 

bottom 

broke 

sea 

head 

backwards 

bushes 

Steps  68  to  72 

Bunny  Bunting 

Steps  78  to  82 

Mother  Bunting 

Buckwheat  Be 

Bob  White 

Old  Woman 

Robin  Redbreast 

Old  Man 

Bhiebird 

Cow 

Black  Snake 

Horse 

Chirp 

Wolf 

rabbit 

shouted 

breakfast 

9  . 

1 

can  t 

clover 

chased 

carrot 
cherries 

Nobody 

cabbage 

river 
shoulder 

cried 

scratched 

care 

grass 

Steps  83  to  87 

Steps  73  to  77 

Billy  Goat 

White  Rabbit 

Boy 

Mr.  Whale 

Gray  Squirrel 

Mr.  Elephant 

Bumblebee 

rope 

sting 

water 

rushed 

three 

reached 

160 


Words  wliic 
be  able  to  re 
stories  can  be 

A 
and 
alone 
away 
after 
am 
asked 
a 

air 
are 
all 

around 
along 
across 
another 
ate 

B 

Bo  Peep 

Boy 

Blue 

bird 

By 

by 

Brown 

black 

boy 

bag 

bright 

brown 


TEACIIING    VOCABULARY 

h  the  i)upils  at  the  end  of  the  first  half  year  should 
^(^og.uze  at  sight.  The  other  words  found  in  the 
read  in  their  connection  with  the  context. 


back 

behind 

Big 

big 

Black 

Bear 

Bugle 

bell 

broke 

blue 

Bunny  Bunting 

Bob  White 

Bluebird 

breakfast 

both 

bottom 

backwards 

bushes 

Buckwheat 

began 

Billy 

Bumblebee 

C 

could 

corner 

climbed 

Cat 

cat 

Cup 


cream 

cake 

candy 

Corner 

called 

cow 

corn 

cluck 

cut 

(;ame 

caught 

coat 

Come 

Castle 

clover 

carrot 

cherries 

cabbage 

Chirp 

cried 

Cow 

can't 

chased 

care 

cry 

D 

danced 

Dish 

ding 


ST.    HR.    MANUAL  11 


161 


Duck 

dinner 

Do 

dog 

down 

Drum 

do 

E 

eating 

eaten 

each 

Elephant 

elf 

F 

find 

found 

fall 

Fork 

face 

fine 

Fox 

frightened 

fro 

flew 

fox 

G' 
give 
garden 
great 
go 

good-by 
Good 
Gray 


Goose 

I 

good 

I 

gnawed 

in 

going 

It 

Gun 

is 

green 

invited 

grass 

it 

gone 

Indeed 

Goat 

ice 

H 

J 

Humpty  Dumpty 

Jack  Horner 

help 
home 

jump 

him 

K 

Hen 

Knife 

himself 

he 

hole 

kitty 
King 

Have 

L 

hundred 

looked 

hungry 

Leave 

have 

Little 

House 

little 

hard 

lost 

head 

Let 

home 

laughed 

heard 

Lion 

hunting 

lived 

How 

Here 

M 

harder 

Miss  Muffet 

half 

men 

Horse 

me 

has 

Mouse 

162 


Mrs. 

pie 

sat 

Maid 

pulled 

some 

Mother  Hubbard 

play 

spider 

morning 

played 

Sugar  How 

Mr. 

party 

Spoon 

medal 

Puss 

Saucer 

marched 

plum 

something 

must 

pig 

saw 

Mother  Bunting- 

Pig 

So 

Man 

Pull 

so 

pull 

swayed 

N 

pretty 

scissors 

not 

swam 

none 

Q 

supper 

No 

quack 

sewing 

nest 

quite 

slip 

new 

Spry 

Nobody 

R 

shop 

ran 

Soldier 

0 

round 

Sword 

old 

Red 

song 

Once 

road 

Store 

Old 

Robin  Redbreast 

stack 

Owl 

rabbit 

Snake 

On 

rope 

scratched 

opened 

Rabbit 

skin 

on 

river 

strong 

one 

run 

stretched 

only 

rushed 

sea 

of 

reached 

spoon 

oak 

shells 

S 

street 

P 

she 

swim 

Please 

sheep 

snap 

put 

said 

shouted 

163 


shoukicr 

Tin 

wash 

Squirrel 

to-(l;iy 

would 

sting 

thanked 

White 

time 

white 

T 

Toy 

who 

thcni 

Tug 

walked 

Then 

three 

way 

tails 

U 
us 

What 

thumb 

wall 

there 

upon 

Where 

They 

used 

wrap 

they 

up 

War 

together 

1 
V 

Whale 

table 

water 

the 

very 

Woman 

There 

W 

Wolf 

talk 

went 

Why 

tell 

was 

think 

Will 

Y 

to 

will 

you 

two 

were 

You 

164 


FIRST   YEAR  — SECOND   HALF 

Aims.      (1)    To  continue   to   provide  interesting   content. 

(2)  To  make  use  of  the  phonetic  power  acquired  and  increase 
the  same.  , 

The  teacher  should  famiharize  herself  with  the  plan  of 
work  for  the  preceding  hook,  and  also  read  pages  5  to  22  of 
the  Manual,  in  order  to  understand  the  new  work. 

The  teaching  of  the  memory  selection  precedes  the 
development  of  each  story.  Since  dramatization  produces 
clear  and  vivid  images  and  arouses  keen  interest,  it  should 
be  continued  as  with  the  preceding  book.  The  dramatiza- 
tion may  precede  the  reading  of  the  story,  or  it  may  follow. 
If  the  latter  method  of  procedure  is  used,  it  would  be  well 
to  have  a  second  reading  of  the  story  follow  the  dramatiza- 
tion, to  secure  increased  vitality  and  vividness  of  expres- 
sion.    (See  p.  19,  Reading  the  Story  from  the  Book.) 

The  Summary  for  each  story  gives  the  Thought-groups, 
also  the  words  under  the  headings  (1)  Word  Groups,  (2)  Sight 
Words,  (3)  Phonetics.  These  lists  include  every  word  in 
the  story,  excepting  words  that  occur  in  the  stories  for  the 
first  half  year.  These  familiar  words  are  called  old  friends. 
The  thought-groups  of  the  story  may  be  determined  by  the 
aid  of  pictures  and  conversation.  Word  groups  and  sight 
words  may  be  developed  through  the  same  aids.  (See  Ex- 
planation of  Terms,  p.  21,  for  Thought-groups,  Word  Groups, 
Sight  Words,  Key  Words.) 

The  drills  which  have  prevailed  in  the  first  book  should 
be  continued,  and  they  should  be  separate  from  the  reading. 
(See  Devices,  pp.  36-50.) 

165 


Phonetics.  Undor  Phonetics  in  each  Summary  are  given 
Key  Words,  Test  Words,  Families,  Initial  Phonograms,  Bv- 
ginnings.  Endings,  Blending.  The  key  ivord.s  are  foimd  in 
the  slory,  and  they  should  be  taught  first  as  sight  words. 
From  the  key  words  are  selected  families,  initial  phonograms, 
beginnings,  and  endings.  These  are  used  for  blending,  to  ac- 
quire phonetic  power,  and  to  build  a  vocabulary.  Test  words 
are  new  words  in  the  story  containing  familiar  phonetic  ele- 
ments. The  children  are  to  pronounce  these  for  themselves, 
thus  using  the  phonetic  power  acquired.  The  words  should 
be  written  upon  the  blackboard.  To  aid  in  blending  always 
begin  at  the  left  when  building  a  word.  Take,  for  example, 
the  word  wood.  Write  the  initial  phonogram,  w,  then  add 
the  family  ood.  There  should  be  no  separation  of  the  parts 
of  the  word,  and  no  separation  of  the  sounds  when  blending. 

{Silent  Blend.)  Under  blending,  the  first  word  in  each 
column  (italicized)  is  the  key  word.  These  lists  should  be 
built  up  on  the  blackboard.  The  words  consist  of  the  new 
phonogram  or  family  selected  from  the  key  word,  and  a 
phonogram  or  family  previously  acquired.  There  should  be 
a  silent  blend,  that  is,  the  word  is  first  mentally  pronounced,  by 
aid  of  inner  speech,  and  then  orally  pronounced.  The  word 
is  a  fusion  of  a  series  of  continuous  sounds,  not  separately 
uttered  sounds.  (See  Phonetic  Type  Lesson  —  Initial  Phono- 
grams, p.  5'i,  and  Phonetic  Type  Lesson  ^ — Families,  p.  55.) 

Supplementary  Readers.  The  basic  Story  Hour  Read- 
ers should  be  used  only  during  the  directed  reading,  to 
promote  interest  in  the  reading  lessons.  Directed  supple- 
mentary reading  in  the  classroom  should  not  take  place, 
other  than  supplementary  stories  treated  individually  in  the 
Manual,  until  the  book  for  First  Year—  First  Half  has  been 
completed.     By  this  time  the  child  will  have  begun  to  estab- 

166 


lish  right  habits  and  to  .icciiiirc  ability  in  reading.  Too 
early  an  introduction  of  supplementary  reading  defeats  its 
own  purpose  and  descends  to  mere  word  calling  instead 
of  thought  giving.  Drills  should  be  subordinated  in  the 
treatment  of  supplementary  reading.  The  value  of  supple- 
mentary reading  is  to  furnish  concrete  application  of  the 
material  power  already  ac-quired,  and  to  supply  a  variety 
of  context.  Suitable  books  should  be  selected,  then,  for 
reading,  as  supplementary  to  the  basic  Story  Hour  Readers. 
The  children  will  be  able  to  read  a  number  of  additional 
books. 

Library.  The  teacher  may  have  a  number  of  books  which 
are  used  as  a  circulating  library.  The  children  may  take 
these  books  home,  and  may  be  permitted  to  read  them  also 
in  the  classroom.  Children  should  be  encouraged  to  use  the 
Public  Li})rary. 

Rh5nnes  and  Poems.  The  following  rhymes  and  poems 
are  used  in  the  reader  for  First  Year  — Second  Half : 

Cock  Crows  in  the  Morn.  This  Little  Pig. 

There  was  a  Piper.  Sing  a  Song  of  Sixpence. 

The  Queen  of  Hearts.  John  Brown  Had  a  Little  Indian. 

Three  Little  Kittens.  I  Saw  a  Ship  A-Sailing. 

There  Was  an  Old  Woman.  The  Alphabet. 

Over  in  the  Meadow. 

Stories.     The  following  are  the  titles  of  the  stories  used  : 

Piggy  Wig's  House.  Trading  Babies. 

Billy  Goat  and  the  Wolf.  The  Three  Pigs. 

Tommy  Tart.  The  Snowbirds. 

Frisky,  Skippy,  and  Trixy.  Forest  Rover. 

The  Old  Woman  and  Her  Pig.  The  Clever  Jackal. 

The  Race.  Mother  Goose's  May  Party. 

167 


SUMMARY.     STEPS    1   to   5 
Basic  Story.     1'iggy  Wig's  House. 
Rhyme.     Cock  Crows  in  the  Morn. 

Thought-groups,      i.    P.  7  (five  lines). 

2.  P.  7  (begin  with  line  6),  8,  9  (three  lines). 

3.  P.  9  (begin  with  line  4),  10,  11  (two  lines). 

4.  P.  11  (begin  with  line  3),  12  (ten  lines). 

5.  P.  12  (begin  with  line  11). 


I.  WORD  GROUPS 

this  bright  morning  with  me 
May  I  go  Very  soon 

my  sharp  teeth  every  morning 

for  your  house 


2.  SIGHT  WORDS 

Piggy  Wig         build    want 

Peter  Rabbit    forest  carry 

White  Cock      gnaw   crow 

when  it  was  time  Cock-a-doodle-doo       mud 


Key  Words : 
trees        bill         nailed 
hear         clock 


PHONETICS 

Test  Words : 
wood         plaster 


pen 
like 


flat 


wake 


boards 
rise 


Families 


tree  - 
hear 


ear 


bill  —  ill 
clock  —  ock 


Initial  Phonograms 
(Blend) 
tree  —  tr 
clock  —  cl 


Ending 
nailed  —  ed  {=  d) 


Blending 


tree 
bee 
fee 
see 
free 
flee 


hear 
ear 
dear 
fear 
near 
rear 


hill 
fill 
will 
kill 
hill 
till 


clock 
sock 
dock 
lock 
mock 
rock 


tree 

track 

trap 

treat 

trip 

trice 


clock 

clack 

clan 

claj) 

claw 

cleat 


nailed 
stewed 
shelled 
spelled 
walled 
filled 


168 


SUGGESTED   CORRELATION.     STEPS    1    to   5 
Basic  Story.     Piggy  Wig's  House. 

1.  Conversation.     Sec  pictures  in  Reader,  First  Year  —  Second 

Half,  p.  4;  also  pp.  6-11. 

2.  Music.     Good   Morning  Song   (First  Year   Music,   Dann). 

Piggy  Wig  and  Piggy  Wee  (F'ingcr  Plays,  Poulsson). 

3.  Memory  Selection.     Cock  Crows   in  the  Morn.     (Reader, 

First  Year  —  Second  Half,  p.  5.) 

4.  Picture  Study.     Pig,  rabbit,  duck,  rooster. 

5.  Nature  Study.     Pig,  rabbit,  duck,  rooster. 

6.  Story-telling.    Piggy  Wig's  House.    (See  Reader,  First  Year 

—  Second  Half,  pp.  7-12.) 

7.  Dramatization.     Piggy  Wig's  House. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups.    1 

Sight  Words.       >  (See  Summary,  Steps  1  to  5.) 

Phonetics.  J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.     Books:  Piggy  Wig's  House. 

12.  Visualization  and  •Penmanship :   tree.     (Write  family  from 
memory.)     (See  Phonetic  Summary,  Steps  1  to  5.) 

13.  Game.     Animal  Blind  Man's  Buff  (Games,  Bancroft). 

14.  Occupations.     Trace,    cut,    draw,    color,    or    mount :     Pig, 
rabbit,  hammer. 

Illustrate  the  story. 

169 


DRAMATIZATION 

Story.     Piggy  Wig's  House. 
Characters. 

(1)  Piggy  Wig. 

(2)  Peter  Rabbit. 

(3)  Gray  Duck. 

(4)  White  Cock. 

Scene. 

Piggy  Wig  is  in  his  pen.  Standing  in  the  room  are  Peter 
Rabbit,  Gray  Duck,  and  White  Cock. 

Piggy  Wig  leaves  his  pen  and  starts  to  ivalk  around  the 
room. 

Dialogue. 

Note.    One  pupil  should  recite  the  descriptive  parts. 

{Pupil.)  Piggy  Wig  lived  in  a  pen.  He  did  not  like  his 
pen. 

{Piggy  Wig.)     "  I  will  build  a  house." 

{Pupil.)  So  he  went  to  the  forest  for  some  wood.  On 
the  way  he  met  Peter  Rabbit. 

{Peter  Rabbit.)  "How  do  you  dc^  Piggy  Wig!  AVhere 
are  you  going  this  bright  morning  .f*  " 

{Piggy  Wig.)  "  I  do  not  like  my  pen.  I  am  going  to 
build  a  house." 

{Peter  Rabbit.)     "  May  I  go  along  and  help  you  ?  " 

{Piggy   Wig.)     "  Wliat  can  you  do.'^" 

170 


{Peter   Rabbit.)      "^  Do  you   soo  my  sharp   teeth?     1   can 
gnaw  the  trees  and  gel  the  wood  for  your  house." 

{Piggy    Wig.)     "  Then   you    are   the    very   one   I    want. 
Come  along  with  me." 

{Pupil.)     They  walked  along  till  they  met  Gray  Duck. 

{Gray  Duck.)     "Quack,  quack!     How  do  you  do,  Piggy 
Wig!     Where  are  you  going  this  })right   morning?" 

{Piggy  Wig.)     "  I  do  not  like  my  pen.     I   am  going  to 
build  a  house." 

{Gray  Duck.)     "  May  I  go  along  and  help  you  ?  " 

{Piggy  Wig.)     "  What  can  you  do?  " 

{Gray  Duck.)     "  Do  you  see  my  nice  flat    bill  ?     I  can 
carry  mud  in  it  and  help  to  plaster  your  house." 

{Piggy  Wig.)     "  Come  along  with  me.     You  are  the  very 
one  I  want." 

{Pupil.)     Very  soon  they  met  White  Cock. 

{White  Cock.)     "  Cock-a-doodle-doo!     How    do   you    do, 
Piggy  Wig!     Where  are  you  going  this  bright  morning?  " 

{Piggy  Wig.)     "  I  do  not  like  my  pen.     I  am  going   to 
build  a  house." 

{White  Cock.)  "  May  I  go  along?  " 

{Piggy  Wig.)     "  What  can  you  do?  " 

{White  Cock.)     "  I  can  crow  in  the  morning  and  wake  you. 
I  will  be  your  clock.     Hear  me  crow.     Cock-a-doodle-doo!  " 

{Piggy  Wig.)     "  Very  well,  come  along  with  me." 

{Class  in  Unison.)     Soon  they  came  to  the  forest. 

Peter  Rabbit  gnawed  the  wood. 

Piggy  Wig  nailed  the  boards. 

Gray  Duck  plastered  the  house. 

And  White  Cock  crowed   every  morning,   when   it   was 
time  to  rise. 

Note.   Have  each  animal  act  the  part  as  the  class  speaks  in  unison. 

171 


STEP   1 

Story.     I*i(KiY  Wig's  House. 

Note.  The  steps  indicate  the  order  in  which  the  work  is  to  Ijo  taken  uj),  rather 
than  the  time,  because  classes  vary  in  ability. 

Language,  i.  Picture  study  and  conversation  :  Introduction 
of  the  characters  and  animals  of  the  book.  (See  frontispiece, 
p.  4,  Reader,  First  Year  —  Second  Half.) 

2.  Rhyme.  Cock  Crows  in  the  Morn.  (See  picture,  p.  5.) 
Teach  the  rhyme. 

3.  Picture  study  of  illustrations  for  the  story,  Piggy  Wig's 
House.  Call  the  attention  of  the  children  to  as  many  of  the 
sight  words  and  key  words  as  possible,  in  the  conversation  about 
the  pictures. 

When  any  of  the  words  mentioned  in  the  Summary  for  the 
story  occur,  incidentally  place  these  words  on  the  blackboard  or 
indicate  the  card  on  which  each  may  be  found.  Do  not  let  the 
word  drill  predominate  in  the  lesson,  but  rather  the  thought  getting 
from  the  pictures. 

Reading.  Tlirough  the  cooperation  of  the  teacher  and  the 
pupils  build,  orally,  the  story,  Piggy  Wig's  House.  This  will 
afford  an  opportunity  to  develop  and  associate  the  7vord  groups 
found  in  the  Smnmary. 

Phonetics.  Recall  the  key  words  from  the  story,  and  indicate 
the  elements  in  these  words  that  are  to  be  used  for  study. 

Note.  For  those  teachers  who  have  not  taught  the  Story  Method,  see  p.  55, 
Phonetic  Type  Lesson,  for  the  manner  of  approach  in  phonetic  work. 

STEP   2 
Story.     Piggy  Wig's  House. 

Language,  i.  Oral  reproduction  of  the  rhyme,  Cock  Crows 
in  the  Morn. 

2.  Picture  study  and  conversation  :  Thought-groups  in  Piggy 
Wig's  House. 

172 


Reading.  Books:  'V\\v  cliildren  may  ()|hmi  their  hooks  to  the 
story.  Piggy  Wig's  House,  and  find  as  many  of  their  old  friends  as 
they  can.  For  those  children  who  have  read  the  Story  Hour 
Reader  for  First  Year  —  First  Half,  the  following  words  will  be 
old  friends:  lived,  in,  a.  He,  did,  not,  his,  said,  I,  will,  house.  So 
he  went,  to,  the,  some.  On  the  way,  met.  How  do  you  do,  Where 
are  you  going,  my,  am,  along,  and,  help,  asked,  What,  can,  .see, 
get.  Then,  very,  one.  Come,  me.  They,  walked,  till.  Gray  Duck, 
Quack,  nice,  it,  well,  came. 

The  teacher  may  recall  the  sentences  in  which  the  word  groups 
for  the  story  occur,  and  associate  the  visual  image  of  each  word 
group  with  the  same  on  card  and  on  blackboard. 

Phonetics.  The  following  test  words  found  in  the  story  may  be 
obtained  phonetically  by  the  children,  from  the  power  they  should 
have  acquired  by  this  time  through  the  Story  Method  :  pen,  like, 
wood,  fiat,  plaster,  wake,  boards,  rise. 

Note.  Read  p.  Ifi6.  Pen  consists  of  the  phonogram  p  and  the  family  en; 
boards,  of  the  phonograms  b,  oa  as  in  oak,  r,  d,  and  the  ending  s  (=  z).  In  present- 
ing the  words  like,  icake,  rise,  remind  the  chikiren  that  in  many  words  with  only 
two  vowels,  such  as  ate  and  ice,  the  second  vowel  is  not  sounded  but  makes  the 
first  vowel  tell  its  name  (Manual,  p.  150).  A  test  word  that  proves  too  difficult 
can  be  taught  as  a  sight  word. 


STEP   3 

Story,     Piggy  Wig's  House. 

Language.  Oral  reproduction  of  the  story,  Piggy  Wig's  House, 
dividing  the  storj^  into  thought-groups,  as  the  pictures  suggest. 
(See  pages  for  thought-groups,  Summary.) 

Reading.  Analysis  :  Drill  on  the  word  groups  and  sight  words 
for  the  story.     (For  Devices,  see  pp.  41-46,  Manual.) 

Phonetics.  Build  the  lists  as  found  in  the  Summary  for  the 
story.     (See  Phonetic  Type  Lesson,  p.  55,  Manual.) 

173 


STEP   4 
Story.     Piggy  Wig's  House. 

Language.  Drills  for  expression  will  he  found  necessary  and 
helpful  from  time  to  time.  Let  these  serve  a  double  purpose 
when  possible,  by  using  the  same  sentences  as  those  that  contain 
the  word  groups  and  sight  words  for  the  story.  The  drill  may 
be  as  follows  :  Have  each  child  tell  something  that  any  one  of  the 
characters  in  the  story  said.  Let  different  children  repeat  the 
same ;  encourage  vividness  of  expression.  Dialogue  is  an  excel- 
lent aid  in  securing  a  live  situation. 

Reading.  Books:  Analysis.  Drill  on  the  word  groups  and 
sight  words  for  the  story,  using  the  books.  Let  the  children  find 
the  word  group,  or  word,  dictated  by  the  teacher,  in  the  sentence 
in  the  story,  then  tell  the  word  group  or  word,  and  also  the  sen- 
tence in  which  it  is  found. 

Phonetics.  Drill  on  the  lists  found  in  the  Summary  for  the 
story. 

STEP  5 

Story.     Piggy  Wig's  House. 

Language,     i.  Recall  the  rhyme,  Cock  Crows  in  the  Morn. 

2.  Dramatize  the  story.  Piggy  Wig's  House. 

Reading.  Books:  i.  Rapid  review  of  the  words  which  have 
been  found  difficult  for  the  children  to  remember. 

2.  The  story  may  be  read  first  in  thought-groups,  by  the  chil- 
dren, and  then  as  a  whole  by  one  child.  (See  Manual,  p.  19, 
Reading  from  the  Book.) 

Phonetics.  Apply  the  new  phonetic  elements  acquired  in  the 
story  to  the  context,  and  continue  the  drill  on  the  lists  found  in 
the  Summary  for  the  story. 


174 


SUMMARY.     STEPS   6   to    10 

Story.     Billy  Goat  and  the  Wolf. 

Rhyme.     There  Was  a  Piper. 
Thought-groups.     1.  P.  14. 

2.  P.  15,  16  (three  lines). 

3.  P.  16  (begin  with  hue  4),  17  (three  Hne.s). 

4.  P.  17  (begin  with  line  4). 


I.   WORD   GROUPS 

2.   SIGHT  WORDS 

anything  to  say     for  my  dinner 

Billy  Goat         grew 

favor 

before  you  do         once  more 

Nanny  Goat     fierce 

coming 

I  have  heard 

meadow             know 

again 

3.   PHONETICS 

Key  Words:  dark  hide          Test  Words  :  butterfly     growl 

music 

play  that 

woods          stood 

time 

life     scampered 

became        wish 

dogs 

Note.     The  sound  6  in  dogs,  across,  gone,  lost,  and  many  otlier  words  is  midway 
between  the  sounds  6  in  lot  and  6  in  lord. 


Families 

J 

Initial  Phonograms 

dark 

—  ark 

life 

—  ife 

(Blend) 

play- 

-ay 

hide  —  ide 

that  — 

th  {  =  th) 

scamper  —  sc 

Blending 

dark 

play 

say 

plays 

hide 

that 

bark 

bay 

way 

playing 

ride 

than 

hark 

day 

bray 

player 

side 

then 

lark 

fay 

fray 

played 

tide 

thee 

mark 

gay 

flay 

life 

wide 

park 

hay 

gray 

fife 

bride 

scamper 

spark 

jay 

pray 

rife 

pride 

scold 

shark 

lay 

slay 

wife 

slide 

scow 

175 


SUGGESTED   CORRELATION.     STEPS  6  to  10 
Story.     HiLLv  (Joat  and  tiik  Woi.f. 

1.  Conversation.      See  pictures  in  Reader,  First  Year  —  Sec- 
ond Half,  pp.  14  and  16. 

2.  Music.     The  Butterfly  (Song  Primer  —  Teachers'  Edition, 

Bentley) . 
Come  and  Play  (First  Year  Music,  Hollis  Dann). 

3.  Memory  Selection.     There  Was  a  Piper. 

4.  Picture  Study.     Goat,  wolf,  butterfly. 

5.  Nature  Study.     Goat,  wolf,  butterfly. 

6.  Story-telling.     Billy  Goat  and  the  Wolf. 

7.  Dramatization.     Billy  Goat  and  the  Wolf. 

8.  Analysis.     Thought-groups. 

Sentences. 

Word  Groups."! 

Sight  Words.    I  (See  Summary,  Steps  6  to  10.) 

Phonetics.        J 

9.  Devices.     See  Manual,  pp.  36-50.  / 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

1 1 .  Reading.      Books :   Billy  Goat  and  the  Wolf. 

12.  Visualization  and  Penmanship  :    hide. 

(Series  from  memory.)      (See  Summary,  Phonetics,  Steps  6-10.) 

13.  Game.     Looby  Loo  (Bancroft). 

14.  Occupations.     Trace,   cut,   draw,   color,  or   mount:    Goat, 
wolf. 

Illustrate  the  story. 

The  writing  of  phonetic  words  in  series  may  also  be  used  for 
occupation  work. 


176 


STEP   6 

Story.     Billy  Goat  and  the  Wolf. 

Language,  i.  Teach  tlie  rhyme,  There  Was  a  Piper.  Let  the 
children  have  their  books  open  to  the  rhyme  (p.  13).  2.  Picture 
study  of  the  ilhistrations  for  the  story,  Billy  Goat  and  the  Wolf. 

Reading.  The  teacher  and  the  children  build,  orally,  the  story, 
Billy  Goat  and  the  Wolf,  the  teacher  directing  and  suggesting  in 
as  many  ways  as  possible,  to  aid  the  children  in  getting  thought 
from  the  printed  page.  Let  the  books  be  open  at  the  story, 
always,  during  this  phase  of  the  work,  so  as  to  give  the  children 
as  many  opportunities  as  possible  for  association. 

Phonetics.  The  following  words  may  be  found  and  reviewed 
in  the  story,  as  they  occur  in  Reader,  First  Year  —  First  Half, 
or  in  the  previous  story;  they  are  old  friends:  was,  eating,  grass, 
in,  the.  His,  mother,  too,  ran,  after.  He,  chased,  into.  It,  very,  and, 
frightened,  heard,  Gr-r,  There,  big,  hungry.  Wolf,  am,  going,  to, 
eat,  you,  said.  Have,  can,  kill,  me,  But,  may,  ask.  What,  Will, 
dance,  well.  Yes,  So,  played,  danced.  By,  stopped,  playing,  is. 
Please,  only,  could,  all,  your,  came,  see,  who,  had,  run,  away.  As, 
down,  road,  saw,  look,  Oh,  cried,  Let,  us.  They,  back,  never. 

Note.  The  sound  of  a  in  grass,  after,  ask,  and  dance  (a)  is  midway  between  the 
sounds  a  in  at  and  a  in  father.     The  a  sound  should  be  avoided  in  such  words. 

The  following  words  listed  under  test  ivords  are  new  words  in 
the  story,  which  contain  phonetic  elements  previously  taught. 
The  children  should  pronounce  the  words  independently,  thus 
making  use  of  the  phonetic  power  acquired:  butterfly,  woods, 
became,  growl,  stood,  wish,  music,  time,  dogs. 

STEP  7 

Story.     Billy  Goat  and  the  Wolf. 

Language,     i.  Review  the  rhyme.  There  Was  a  Piper. 
2.  Oral  re|)roduction  of  the  story,  with  the  teacher's  help. 

ST.    HR.    MANUAL  —  12  177 


Reading.  Hooks:  Children  open  the  books  at  the  story,  Billy 
(ioiit  ;iii(l  I  he  Wolf,  and  find  all  their  old  friends.  This  is  to 
he  followed  by  an  initial  drill  on  the  word  groups  and  sight  words 
for  this  story,  as  found  in  Summary,  Steps  6  to  10.  (See  pp.  41- 
46,  for  Devices.) 

Phonetics.  Teach  the  key  words  and  build  on  the  blackboard 
the  lists  found  in  Summary,  Steps  6  to  10. 


STEP  8 
Story.     Billy  Goat  and  the  Wolf. 

Language.  Reproduction  and  drill  on  the  story,  Billy  Goat 
and  the  Wolf,  in  the  following  way:  The  children  may  have 
their  books  open  while  the  teacher  tells  the  story.  She  may  read 
or  tell  the  descriptive  parts  of  the  story,  and  have  the  children 
find  and  tell  the  conversation  which  ensues  from  time  to  time. 

Reading.  Analysis:  Drill  on  word  groups  and  sight  words  for 
this  story.     (See  pp.  41-46,  for  Devices.) 

Phonetics.  Drill  on  the  phonetic  lists  for  the  story,  as  found 
in  the  Summary. 

STEP  9 
Story.     Billy  Goat  and  the  Wolf. 

Language,  i.  Oral  reproduction  of  the  rhyme.  There  Was  a 
Piper.     Review  the  rhyme.  Cock  Crows  in  the  Morn. 

2.  Dramatization  of  the  story,  Billy  Goat  and  the  Wolf. 

Reading.  Drill  on  the  word  groups  and  sight  words  for  the 
story.  The  children  may  find  the  word  groups  or  sight  words  in 
the  sentence  in  which  each  occurs.     (See  pp.  41-46,  for  Devices.) 

Phonetics.  Drill  on  the  phonetic  lists  for  this  story.  (See 
pp.  46-49,  for  Devices.) 

178 


STEP  10 
Story.     Billy  Goat  and  tuk  Wolf. 

Language.  Dramatization  of  the  story,  Billy  Goat  and  the 
Wolf. 

Reading.  Hooks:  Reading  of  the  story,  Billy  Goat  and  the 
W^olf,  from  the  books.     (See  p.   19,  Reading  from  the  Book.) 

Phonetics.  Application  of  the  phonetic  elements  acquired  in 
Steps  6  to  10. 

Blackboard  Review 

Note.  Since  the  .success  of  blend  work  depends  upon  practice  and  review,  the 
following  device  for  review  i.s  suggested. 


Ircc 

hear 

bill 

dark 

may 

life 

bee 

dear 

fill 

bark 

bray 

fife 

fee 

fear 

will 

hark 

fray 

rife 

see 

near 

kill 

mark 

flay 

wife 

free 

rear 

hill 

park 

gray 

flee 

shear 

pill 

spark 

l>ray 

be 

tear 

quill 

shark 

slay 

hide 

me 

blear 

frill 

stay 

ride 

she 

spear 

grill 

play 

clay 

side 

we 

year 

still 

bay 

tray 

tide 

ye 

skill 

day 

he 

clock 

spill 

fay 

plays 

that 

clack 

gay 

{)laying 

than 

free 

clan 

nailed 

hay 

player 

then 

track 

clap 

toyed 

jay 

played 

thee 

trap 

cleat 

shelled 

lay 

treat 

spelled 

say 

scamper 

trip 

walled 
grilled 
stewed 

scold 
scow 
scup 

179 


SUMMARY.     STEPS  11  to  15 
Story.     Tommy  Tart. 
Rhyme.     The  Queen  of  Hearts. 


Thought-groups. 

1.  P. 

19.          6.  P. 

25,  26. 

2.  P.  20  (six  lines), 

7.  P. 

27,  28  (twelve  lines). 

3.  P.  20  (begin  line  7),  22 

(two      8.  P. 

28  (begin  with  line 

;  13),  29 

lines) . 

(two  lines). 

4.  P.  22  (begin  with  line  3),  23.      9.  P. 

29  (begin  with  hne  3),  30. 

5.  P.  24. 

I.  WORD  GROUPS 

2. 

SIGHT  WORDS 

Stop  running    these  tarts 

Queen  of  Hearts     Frisky  Lamb 

afraid 

Are  you  sure     too  sweet 

Knave  of  Hearts    Bruin  Bear 

thirsty 

Why  should  I 

Tommy  Tarl 
3.  PHONETICS 

:          oven 

You'll 
while 

Key  Words: 

Test  Words: 

make        about 

cool 

making 

from        Hello 

snap 

smart       rushed 

drink 

steal 

tall          nearer 

must 

Families  Initial  Phonograms  Ending 

make  —  ake         rush  —  ush  ( Blend)         rushed  —  ed  {=  t) 

smart  —  art         cool  —  ool  drink  —  dr 

about  —  out        drink  —  ink         smart  —  sm 

Blending 


make 

smart 

about 

rush 

cool 

smart 

drink 

bake 

cart 

gout 

gush 

fool 

small 

draw 

cake 

dart 

pout 

hush 

pool 

smell 

drip 

lake 

start 

rout 

mush 

tool 

smear 

rushed 

spake 

part 

shout 

blush 

stool 

jumped 

quake 

tart 

stout 

brush 

spool 

stopped 

180 


SUGGP:STED   correlation,     steps  n   to  15 

story.     Tommy  Taut. 

1.  Conversation.     See  i)ictures  in  Reiuler,  First  Year  —  Sec- 
ond Tlulf,  PI).  18  to  30. 

2.  Music.     The  Candy  Man  (Tlollis  Dann). 

Honk,  Honk  (Bentley). 

3.  Memory  Selection.     The  Qneen  of  Hearts. 

4.  Picture  Study.     Lamb,  rabbit,  bear,  fox. 

5.  Nature  Study.     L:unb,  rabbit,  bear,  fox. 

6.  Story-telling.     Tommy  Tart. 

7.  Dramatization.     Tommy  Tart. 

8.  Analysis.     Thought-groups. 

Sentences.  • 

Word  Groups.  ] 

Sight  Words.    >  (See  Summary,  Steps  11  to  15.) 

Phonetics.         J 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.      Bonk.'i:  Tommy  Tart. 

12.  Visualization  and  Penmanship  :   make.     (Series  from  mem- 
ory.)     (See  Summary,  Phonetics,  Steps  11  to  15.) 

13.  Game.     The  Squirrel  Loves  a  Pleasant  Cha.se  (First  Year 
Music,  Hollis  Dann). 

14.  Occupations.      Trace,  cut,  draw,  color,  or  mount:  Hearts, 
basket,  rabbit,  fox,  bear. 

Illustrate  the  story. 

Note.     The  writing  of  phonetic  words  in  series  may  also  be  used  for  occupation 
work. 


181 


STEP   11 
Story.     Tommy  Tart. 

Language,  i.  Teach  the  rhyme,  The  Queen  of  Hearts.  (See 
p.  18,  Reader,  First  Year  —  Second  Half.) 

2.  Picture  study  of  the  illustrations  for  the  story.  Tommy 
Tart.     Select  thought-groups. 

Keep  in  mind,  throughout  the  lesson,  the  plot  of  the  story. 

Reading.  The  children  may  find  their  old  friends  in  the  story ; 
these  include  the  following  list:  One,  day,  was,  some,  she,  them, 
said,  herself,  will,  nice,  little,  boy,  out,  of,  made,  and,  put,  into, 
saw,  open,  door,  jumped,  across,  floor,  wish,  called.  But,  down, 
the,  road,  after,  laughed,  shouted,  If,  catch,  could,  till,  met,  have, 
away,  give,  Indbed,  cried,  asked.  Nobody,  ever,  grass,  stopped, 
went,  back,  talk,  Come,  rest.  Thank,  teeth,  gone. 

Phonetics.  Test  Words:  New  words  from  the  story  that  the 
children  may  recognize  phonetically:  making,  steal,  from,  tall. 
Hello,  nearer,  snap,  must. 


STEP  12 

Story.     Tommy  Tart. 

Language,     i.  Review  the  rhyme.  The  Queen  of  Hearts, 

2.  Tell  the  story.  Tommy  Tart.  The  children  may  have  their 
books  open  during  the  telling  of  the  story,  so  that  they  may  indi- 
cate the  thought-groups  as  the  story  progresses. 

Reading.  A  cooperative  telling  of  the  story  by  teacher  and 
j)upils,  the  teacher  either  writing  the  word  groups  and  sight  words 
on  the  blackboard,  or  indicating  the  perception  cards  which 
contain  the  word  groups  and  sight  words  for  the  story. 

Phonetics.  Develop  the  key  words  as  sight  words.  (See  Sum- 
mary, Steps  11  to  15.     See  also  pp.  46-49,  for  Devices.) 

182 


RTEF'  13 
Story.     Tommy  Tart. 

Language.  Oral  reproduction  of  the  story,  Tommy  Tart,  by 
the  chihlreii,  with  tiic  aid  of  the  illu.strations. 

Reading.  Drill  on  the  word  groups  and  sight  words  for  the 
story.     (See  pp.  41-46,  for  Devices.) 

Phonetics.  Building  on  the  blackboard  the  lists  found  in  the 
Summary,  Steps  11  to  15. 

STEP  14 
Story.     Tommy  Tart. 

Language,     i.  Review  the  rhyme.  The  Queen  of  Hearts. 

2.  Dramatization  of  the  story,  Tommy  Tart. 

Reading.  Drill  on  the  word  groups  and  sight  words  for  the 
story.  The  children  may  find  the  word  groups  and  sight  words 
in  the  sentences  in  the  story  and  tell  the  sentences  in  which  these 
occur.     (See  pp.  41-46,  for  Devices.) 

Phonetics.     Drill  on  the  lists  built  in  Step  13. 

STEP  15 
Story.     Tommy  Tart. 

Language,     i.  Dramatization  of  the  story.  Tommy  Tart. 

Reading.  Bonks:  i.  A  brief  rapid  drill  on  the  words  found  in 
the  Summary  for  the  story,  using  perception  cards. 

2.  Read  the  story.  Tommy  Tart.  (See  p.  19,  Reading  from 
the  Book.) 

Phonetics.  Drill  on  the  lists  found  in  the  Summary  for  the 
story,  and  application  of  the  new  phonetic  elements  developed 
during  Steps  11  to  15,  to  the  story.  Tommy  Tart. 

183 


SUMMARY.     STEPS  16  to  20 


Story.     Frisky,  Skippy,  and  Tbixy. 
Rhyme.     Three  Little  Kittens. 


Thought-groups.     1.  T.  35.  6.  P. 

2.  P.  86,  .S7  (four  lines).  7.  P. 

3.  P.  37  (line  5  through  line  10).  8.  P. 

4.  P.  37  (begin  with  line  11),  38  (five  lines) 

5.  P.  38  (begin  with  line  6),  39  (six  lines). 


39  (begin  with  line  7). 

40  (eight  lines). 

40  (begin  with  line  9). 
9.  P.  41. 


I.  WORD  GROUPS 

Have  you  been  See  here 

We  sadly  fear  Our  mittens 

you  shall  have 

put  on  their  mittens 

your  own  mittens 

took  off  their  mittens 


2.  SIGHT  WORDS 
Mother  Black  Cat 


Frisky 

Skippy 

Trixy 

kittens 

Children 


Key  Words: 

barn       soon        what 
yard       cut  sadly 

while      soiled 


3.  PHONETICS 

Test  Words: 
named 
bring 
cold 


dear 
Tag 
meet 


naughty 

to-day 

fence 

pieces 

washed 

close 


hay         darling 
under     hung 
leaves     rat 


barn- 
yard 


■am 

-  ard 


Families 

while — He 
soon — oon 


Initial  Phonogram      Ending 

cut — 7d     what — -  wh  (  =  \iw)    sadly  —  ly 
goil  —  oil  Note.  Insist  on  hw  pronunciation 

of  wh. 


harn       yard 

darn       bard 

yarn        lard 

hard 


while 

file 

mile 

pile 


Blending 

soon  cut 

moon  but 

noon  nut 

croon  shut 

184 


soil  what  sadly 

boil  when  darkly 

coil  whip  nearly 

foil  wheat  brightly 


SUGGESTP:D   correlation,     steps  16  to  20 
story.     Frisky,  Skippy,  and  Trixy. 

1.  Conversation.      See  pictures  in  Reader,  First  Year  —  Sec- 
ond Half,  pp.  31  to  41. 

2.  Music.     Three  Little  Kittens  (Hollis  Dann). 

Jack  Frost  (Bentley). 

3.  Memory  Selection.     Three  Little  Kittens. 

4.  Picture  Study.     Cat,  kittens. 

5.  Nature  Study.     Cat. 

6.  Story-telling.     Frisky,  Skippy,  and  Trixy. 

7.  Dramatization.     Frisky,  Skippy,  and  Trixy. 

8.  Analysis.     Thought -groups. 

Sentences. 

Word  Groups,  j 

Sight  Words.     >  (See  Summary,  Steps  16  to  20.) 

Phonetics.         j 

9.  Devices.     See  Manual,  pp.  36-50. 

10.  Materials.     Perception  Cards. 

Blackboard. 
Charts. 
Pictures. 
Books. 

11.  Reading.      Books:  Frisky,  Skippy,  and  Trixy. 

12.  Visualization  and  Penmanship :   sooti.     (Series  from  mem- 
ory.)    (See  Summary,  Phonetics,  Steps  16  to  20.) 

13.  Games.     Tag. 

Hop,  Hop,  Hop  (Hollis  Dann). 

14.  Occupations.     Trace,  cut,  draw,  color,  or  mount:   Kittens, 
mittens,  ball. 

Illustrate  the  story. 

Select  a  key  word  in  the  story,  and  write  the  phonetic  series 
from  memory. 

185 


STEP  16 
Story.     Frisky,  Skippy,  and  Trixy. 

Language.  The  teacher  reads  or  recites  the  rhyme,  Three  Little 
Kittens.  The  children  may  have  their  books  open  at  the  rhyme 
while  she  recites  it.  Conversation  following  the  reading  of  the 
poem  may  aid  in  introducing  many  of  the  word  groups  and  sight 
words  found  in  the  story  to  follow. 

Reading.  The  children  may  find  their  old  friends  in  the  story, 
Frisky,  Skippy,  and  Trixy  ;  these  are  included  in  the  following  list: 
Once  upon  a  time,  lived,  in,  with,  her,  three,  little.  One,  was,  And, 
day,  said,  I,  am,  going,  to,  the,  house.  If,  are,  good,  away,  will, 
some,  pie,  may,  go,  out,  play,  very.  Yes,  went.  Let,  us,  be,  came, 
home,  from,  big,  Then,  Why,  where,  lost,  find,  hunt,  found,  near, 
began,  cry.  Look,  scampered. 

Phonetics.  New  words  in  the  story  which  may  be  found  pho- 
netically: named,  bring,  cold,  dear.  Tag,  meet,  hay,  under, 
leaves,  darling,  hung,  rat. 

STEP   17 

Story.     Frisky,  Skippy,  and  Trixy. 

Language,  i.  The  teacher  reads  or  recites  the  rhyme.  Three 
Little  Kittens,  and  the  children  may  join  in  this,  having  their 
books  open  as  it  is  given. 

2.  The  teacher  tells  the  story.  Frisky,  Skippy,  and  Trixy. 

Reading.  The  teacher  introduces  the  word  groups  and  sight 
words,  as  found  in  the  Summary  for  the  story. 

Phonetics.     Develop  key  words  in  Summary,  Steps  16  to  20. 

STEP  18 

Story.     Frisky,  Skippy,  and  Trixy. 

Language,  i.  Oral  reproduction  of  the  rhyme.  Three  Little 
Kittens  ;    also  have  the  children  give  the  rhyme  in  pantomime. 

186 


2.  Orul  reproduction  of  the  story,  Frisky,  Skippy,  and  Trixy, 
l)y  the  children,  each  chihl  giving  a.  thought-groit]). 

Reading.  ])rill  on  the  word  groups  and  sight  words  for  the 
story.      (See  |)p.  41-46,  for  Devices.) 

Phonetics.  IJuihl  the  lists  found  in  the  Summary,  Steps  16 
to  20. 

STEP  19 
Story.     Frisky,  Skippy,  and  Trixy. 

Language,     i.   Dramatization  of  rhyme.  Three  Little  Kittens. 

2.  Oral  reproduction  of  the  story.  Frisky,  Skippy,  and  Trixy. 

Reading.  Drill  on  the  word  groups  and  sight  words  for  this 
story,  as  found  in  the  Summary.     (See  pp.  41-46,  for  Devices.) 

Phonetics.  Drill  on  the  lists  found  in  the  Summary,  Steps  16 
to  20.     (See  pp.  46-49,  for  Devices.) 


STEP  20 
Story.     Frisky,  Skippy,  and  Trixy. 

Language,     i.    Three  Little  Kittens  in  pantomime. 

2.  Dramatization  of  the  story,  Frisky,  Skippy,  and  Trixy. 

Reading,  i.  A  brief  rapid  drill  on  the  word  groups  and  sight 
words  for  the  story;  find  also  the  word  groups  and  sight  words 
in  the  sentences  in  the  story,  and  have  the  children  tell  the  sen- 
tences in  which  these  occur. 

2.  Read  the  rhyme.  Three  Little  Kittens,  and  the  story.  Frisky, 
Skippy,  and  Trixy,  from  the  book.      (See  Manual,  p.  19.) 

Phonetics.  Drill  on  the  lists  found  in  the  Summary,  Steps 
16  to  20. 

Have  also  a  review  of  the  phonetic  elements  already  acquired, 
and  their  application  to  the  story. 

187 


TYPE   TREATMENP   Ol^^   THE   STORY 

The  Slory  Method  has  hccn  thoroughly  established  during  the 
First  Year  —  First  Hall'  and  in  Ihe  four  stories  outlined  for  this 
book. 

To  aid  the  teachers  who  wish  to  be  guided  from  day  to  day  in 
the  other  stories  of  this  book,  a  Type  Treatment  of  stories  is  pre- 
sented here,  consisting  of  five  Steps  and  including  the  subjects 
Language,  Reading,   and  Phonetics. 

The  Type  Treatment  does  not  necessitate  taking  up  the  story 
exactly  as  given.  The  teacher  will  decide  the  order  in  which  the 
lessons  may  be  taken  up  from  day  to  day.  This  is  largely  de- 
termined by  the  progress  of  the  children,  for  classes  differ  in 
ability. 

Suggested  Correlation  will  not  be  given;  the  teacher  will  de- 
cide whether  it  is  advisable  to  use  correlation,  and  she  will  select 
her  own  material.  In  addition  to  the  Summary,  there  will  be 
given  a  list  of  old  friends,  and  also  a  phonetic  review. 

Note.  The  order  in  which  the  subjects.  Language,  Reading,  and  Phonetics,  shall 
be  presented  may  be  determined  by  the  teacher.  Drills  should  be  separate  ex- 
ercises. Different  periods  of  the  daily  program  may  be  used  for  each  subject,  or 
the  development  of  the  lesson  may  require  that  the  three  subjects  be  combined. 

STEP  A 

Language,     i.  Teach  the  rhyme. 

2.  Picture  study  of  the  illustrations  of  the  story. 

3.  Selection  of  thought-groups. 

Reading.     Children  find  old  friends  in  the  story  in  the  book. 
Phonetics.     Children  find   new   words  that  may  be  oV)tained 
phonetically.     (See  Test  Words  in  each  Summary.) 

STEP   B 

Language.  The  teacher  may  tell  the  story  when  it  is  not  fa- 
miliar to  the  children ;  or  she  may  obtain  the  story  from  the  cliildren 

18S 


by  aid  of  the  illii.slnilions  and  Ihroufili  skillful  (|uc.stioning,  when 
the  story  is  more  or  less  familiar  to  them. 

Reading.  The  teaeher  gives  an  initial  dcn-elopinent  lesson  of 
the  word  groups  and  sight  words.      (See  Summary  for  the  story.) 

Phonetics.     Teach  the  key  words  for  the  story  as  sight  words. 

STEP   C 

Language.     Oral  reproduction  of  the  rhyme  and  the  story. 
Reading.     Drill  on  tiie  word  groups  and  sight  words  foimd  in 
the  Summary  for  the  story.      (See  pp.  41-46,  for  Devices.) 
Phonetics.     Build  on  bhu^khourd  lists  found  in  Summary. 

STEP   D 

Phonetics.  Drill  on  the  lists  built  in  preceding  steps.  (See 
pp.  40-40,  for  Devices.) 

Reading,  i.  Drill  on  the  word  groups  and  sight  words.  Find 
these  in  the  sentences  in  the  story  in  the  books,  and  tell  the  sen- 
tences in  which  each  occurs.  2.  Reading  the  story  from  the 
books.     (See  Manual,  p.  19.) 

Language.  Children  retell  the  story  and  dramatize  the  same. 
The  story  may  sometimes  be  given  in  pantomime. 

STEP  E 

Phonetics,  i.  Drill  on  the  phonetic  lists  found  in  the  Summary 
for  the  story. 

2.  Rapid  drill  with  perception  cards. 

3.  Review  the  phonetic  elements  acquired,  and  apply  the  same 
to  the  material  at  hand. 

Language.     Dramatization  of  the  story. 

Reading.  Reading  the  story  from  the  books,  to  give  pleasure 
to  the  listener. 

189 


SUMMARY.     STEPS  21  to  -25 


Story.     The  Old  Woman  and  Her  Pig. 

Rhyme.     There  Was  an  Old  Woman. 

Thought-groups.       1.  P.  43  (six  lines). 

2.  Dialogue  of  Old  Woman  with  Dog. 

3.  Dialogue  with  Stick. 

4.  Dialogue  with  Fire. 

5.  Dialogue  with  Water. 

6.  Dialogue  with  Ox. 

7.  Dialogue  with  Butcher. 

8.  Dialogue  with  Rope. 


9.  Dialogue  with  Rat, 
10.  From   "Then,—" 
to  end  of  story. 


I.  WORD  GROUPS 
almost  midnight 
An  hour  ago 
burn  Stick 
quench  Fire 

Key  Words: 
bite 
gave 
rope 


2.  SIGHT   WORDS 


shoe 

dollar 
bought 


Butcher 

hang 

cheese 


3.  PHONETICS 


Test  Words: 
gold  began 

market  It's 

moonlight  beat 


Families 

bite  —  ite 
gave  —  ave 
rope  —  ope 


Vowels  — 

Rule  I 

ate  - 

—  a 

eat- 

—  e 

ice  - 

-  1 

oak  - 

—  6 

use- 

—  u 

190 


Rvic  I .      Ill  many  words  that  have  only  two  vowels,  the  first 
vowel  is  lona;  and  the  second  vowel  is  silent. 


Blending 

(Long 

Vowels) 

bite 

gave 

crave 

rope 

gate 

crate 

kite 

cave 

grave 

hope 

meat 

wheat 

site 

pave 

slave 

mope 

nice 

price 

quite 

rave 

stave 

slope 

soak 

cloak 

spite 

save 

brave 

scope 

fuse 

muse 

smite 
white 

shave 
wave 

STEPS   21  to  25 
Story.     The  Old  Woman  and  Her  Pig. 

Old  Friends:  Old  Woman,  who,  hved,  found,  She,  went,  Pig, 
Then,  said,  let,  us,  go,  home.  But,  would,  not,  Dog,  will.  See,  by. 
Time,  met,  drink,  kill,  some. 

Phonetic  Review.     Blending. 

Blackboard 


make 

.smart 

about 

rush 

cool 

rushed 

bake 

cart 

gout 

gush 

fool 

jumped 

cake 

dart 

pout 

hush 

tool 

stopped 

lake 

mart 

rout 

mush 

stool 

stooped 

spake 

part 

shout 

blush 

quake 

tart 

stout 

crush 

drink 

rake 

spout 

flush 

draw 

sake 

smart 

scout 

plush 

drip 

shake 

small 

trout 

slush 

drill 

take 

smell 
smear 

drake 

191 


SUMMARY.     STEPS  26  to  30 


Thought-groups. 


Story.     The  Race. 
P.  55  (five  lines). 


2.  P.  55  (begin  with  line  6),  56  (two  lines). 

3.  P.  56  (begin  with  line  3). 

4.  P.  57. 

5.  P.  58  (thirteen  lines). 

6.  P.  58  (begin  with  line  14),  59. 


2.  SIGHT  WORDS 

Slow-but-Sure  friends 

By-and-By  says 

Reynard  the  Fox  fields 

tortoise  Ready 

hare  wind  plodded 

judge  Ah  first 

Note.     The  sound  of  a  in  fast  is  midway  between  tlie  sounds  of  a  in  at  and  in 
father.     Reynard  is  pronounced  ra'nard ;  tortoise  is  pronounced  tor'tt/s. 


I.  WORD  GROUPS 

run  very  fast 
Perhaps  he  can 
Why  don't  you 
Let  us  try 
crept  slowly 


Key  Words: 
race  asleep 

swiftly         rest 

started 


PHONETICS 

Test  Words: 
creeping         set 
willing  nap 

talking  mark 


awoke 


wnis 


Families 

race  —  ace 
swift  —  ift 
asleep  —  eep 
rest  —  est 


Beginning 
asleep  —  a  ( =  d) 


Ending 
started  —  ed 


192 


Blending 

race 

swift 

asleep 

rest 

asleep 

started 

face 

gift 

deep 

best 

awhile 

hunted 

lace 

lift 

keep 

jest 

abide 

landed 

mace 

rift 

peep 

lest 

ago 

snuirtcd 

pace 

sift 

sheep 

nest 

abate 

routed 

brace 

shift 

weep 

pest 

along 

wooded 

grace 

drift 

creep 

quest 

alight 

minded 

place 

steep 

test 

space 

vest 

trace 

west 

STEPS  20  to  30 
Story.     TuK  Race. 

Old  Friends :  was,  One,  day,  along,  when,  she,  met,  Good  morn- 
ing, my,  said.  Do,  you,  not,  wish,  that,  could, can,  think, beat, cried, 
Oh,  shall,  see,  about,  well,  am.  Here,  comes,  be,  of,  What,  are, 
start,  here,  and,  across,  great,  oak,  tree,  So,  Get,  on,  your,  go,  off, 
they,  went,  like,  looked,  back,  fine,  clover,  take,  fell,  took,  long, 
stop,  reached. 

Phonetic  Review.     Blending. 

Blackboard 


barn 

irhile 

soon 

soil 

what 

sadly 

darn 

file 

moon 

boil 

when 

darkly 

yarn 

pile 

noon 

coil 

whip 

nearly 

mile 

croon 

foil 

wheat 

brightly 

yard 

tile 

spoon 

broil 

why 

blindly 

bard 

stile 

cut 

spoil 

while 

boldly 

lard 

smile 

nut 

dearly 

hard 

but 

keenly 

card 

shut 

ST.    UR.    MANUAL - 


13 


193 


SUMMARY.     STEPS  31  to  35 

Story.     Trading  Babies. 

Poem.     Over  in  the  Meadow. 
Thought-groups.     1.  P.  64  (six  lines). 


2.  P.  64  (begin  with  line  7),  65. 

3.  P.  66  (four  lines). 

4.  P.  66  (begin  with  line  5),  67  (seven  lines). 

5.  P.  67  (begin  with  line  8),  68  (seven  lines). 

6.  P.  68  (begin  with  line  8),  69. 

7.  P.  70,  71  (seven  hnes). 

8.  P.  71  (begin  with  line  8),  72. 


I.  WORD   GROUPS 

One  fine  day 
her  baljy  brother 
in  the  meadow 
There  is  nothing 
Here  lived 
on  the  shore 


2.  SIGHT  WORDS 


Sophie 

walk 

anywhere 

burrow 

honeybee 


love 
four 
babies 
soft 


Key  Words: 
toad  snug 

leap  far 

trade         glad 


3.  PHONETICS 

Test  Words: 
sand  clever 

sun  stream 

wink  fishes 


swim         golden        blink  reeds 


muskrat 
dive 
beehive 
five 


buzz 
hum 
best 


Families 


toad  —  oad 
leap  —  eap 
trade  —  ade 


swim  —  im 
snug  —  ug 
far  —  ar 


Initial  Phonogranu 
(Blend) 
swim  —  siv 
snug  —  sn 
glad  —  gl 

194 


Ending 
golden  —  671  ( =  'n) 


Blending 


toad 

trade 

swim 

snug 

Jar 

swim 

glad 

load 

fade 

dim 

hug 

l)ar 

swell 

gland 

road 

made 

him 

dug 

car 

swing 

glen 

shade 

rim 

hug 

jar 

sweep 

glee 

leap 

wade 

l)rim 

jiig 

mar 

swift 

glade 

lieap 

blade 

grim 

tug 

tar 

reap 

grade 

prim 

mug 

star 

snug 

golden 

spade 

slim 

pug 

spar 

snip 

darken 

trim 

rug 

scar 

snake 

blacken 

whim 

lug 

snap 

frighten 

Review  Rule  I,  Steps  21  to  25. 

STEPS  31  to  35 
Story.     Trading  Babies. 

1.  Old  Friends:  took,  out,  walk,  met,  old,  mother,  one,  said, 
What,  will,  give,  dear,  sweet,  near,  your,  wish,  with,  where,  blue,  two, 
swam,  away,  big,  tree,  bluebird,  three,  sing,  birds,  flew,  soon, 
saw,  asked,  began,  cry,  home,  told,  about,  best,  bright,  pretty,  eyes, 
hair. 

2.  Phonetic  Review.     Blending.     Rule  I. 

Blackboard 


bite 

gave 

brave 

rope 

gate 

crate 

kite 

cave 

crave 

hope 

meat 

wheat 

site 

paA'e 

grave 

mope 

nice 

price 

quite 

rave 

slave 

slope 

soak 

cloak 

spite 

save 

stave 

scope 

fuse 

muse 

smite 

shave 

lave 

white 

wave 

195 


SUMMARY.     STEPS  36  to  40 
Basic  Story.     The  Three  Pigs. 


Thought-groups. 


1.  P.  74,  75  (nine  lines). 

2.  P.  75  (begin  with  hne  10,  through  line  15). 

3.  P.  75  (begin  with  line  16),  76  (ten  lines). 

4.  P.  76  (begin  with  line  11). 

5.  P.  77,  78  (three  lines). 

6.  P.  78  (begin  with  line  4),  79  (five  lines). 

7.  P.  79  (begin  with  line  6). 

8.  P.  80  (ten  lines). 

9.  P.  80  (begin  with  line  11),  81  (six  lines). 
10.  P.  81  (begin  with  line  7),  82. 


I.  WORD   GROUPS                              2.  SIGHT  WO] 

iDS 

There  was  once 

Big  Pig  _ 

blow 

One  of  them 

Middle-sized 

Pig 

built 

their  fortune 

Little  Wee  Pig 

to-morrow 

Be  ready 

Mr.  Wolf 

angry 

five  o'clock 

knocked 

blew 

through  the  chimney 

pail 

3.  PHONETICS 

Key  Words: 

T 

est  Words: 

must           red 

seek             puffed 

growled         killed 

huff            hot 

straw           apples 

roof 

supper 

bricks         chin 

huffed         picked 

Families 

Initial  Phonogram 

Vowels  —  Rule  II 

must  —  list 

chin  —  ch 

at- 

-a 

huff  ■ —  liff       red  — 

ed 

egg- 

—  e     in  —  1 

brick  —  ick     hot  — 

ot 

ox  —  6 
up  —  u 

196 


Rule  II.     In  many  words  that  have  only  one  vowel,  not  at  the 
end  of  the  word,  the  vowel  is  short. 

Blending 


must 

huff 

bride 

red 

hot 

chin 

gust 

huff 

kick 

bed 

dot 

chat 

dust 

cuff 

quick 

fed 

cot 

chap 

just 

muff" 

sick 

led 

not 

chop 

rust 

puff 

wick 

shed 

shot 

chill 

crust 

ruff 

crick 

wed 

blot 

chest 

trust 

bluff 

slick 

bred 

plot 

chump 

fluff 

stick 

bled 

slot 

cheap 

gruff 

click 

fled 

spot 

stuff 

pick 

sled 

trot 

STEPS  36  to  40 

Story.     The  Three  Pigs. 

1,  Old  Friends:  Mother,  who,  three,  little,  named,  away. 
Very,  well,  went,  man,  with,  some,  Please,  give,  build,  house, 
door.  Let,  come,  hair,  ate,  wood,  soon,  know,  where,  get,  nice, 
ready,  up,  four,  for,  asked,  laughed,  them,  made,  climbed,  down, 
water,  fell,  cut,  hole,  coat,  jumped. 

2.  Phonetic  Review:    Blending. 


Blackboard 


grand 

vent 

skin 

frock 

slumj) 

black 

spent 

fling 

prop 

blunt 

flat 

quell 

grip 

crop 

SUJ) 

ran 

men 

wig 

fox 

hunt 

sat 

went 

slip 

stop 

hump 

wrap 

bell 

spin 

lock 

cup 

197 


SUMMARY.     STEPS  41  to  45 

Story.     The  Snowbirds. 

Rhyme.     Sing  a  Song  of  Sixpence. 
Thought-groups.     1.  P.  85  (eleven  lines). 


2.  P.  85  (begin  with  line  12),  87  (ten  lines). 

3.  P.  87  (begin  with  line  11),  88. 

4.  P.  89  (nine  lines). 

5.  P.  89  (begin  with  line  10),  90  (eleven  lines). 

6.  P.  90  (begin  with  line  12),  91  (four  lines). 

7.  P.  91  (begin  with  line  5). 


I.  WORD   GROUPS 

2.  SIGHT  WORDS 

four  and  twenty 

Jack  Frost 

would  perch 

Sammy  Scare  Crow 

upon  his  shoulders 

North  Wind 

warm 

thought 

At  that  moment 

Blackbirds 

parlor 

torn 

Snowbirds 

bread 

rye 

icicles 

surprise 

always 

snow 

chance 

showed 

breath 

turned 

changed 

3.  PHONETICS 

ey  Words: 

Test  Words: 

coat            brothers 

visit 

filled 

counting 

grains         straw 

wore 

clothes 

dainty 

maid          pockets 

trimmed 

happened 

nipped 

badly 

baked 

nose 

198 

Families 

coat  —  oat       maid  —  aid 
grain  —  ain     brother  —  other 


Initial  Phonogram  Ending 

( Blend)  pocket  —  et 

straw  —  str 


Blending 

VoweL 

• :    Comparisons 

coat 

grain 

maid 

draw 

Rules  I  and  II 

boat 

brain 

laid 

strap 

coat 

cot 

goat 

plain 

paid 

strand 

rain 

ran 

moat 

slain 

raid 

string 

maid 

mad 

bloat 

stain 

braid 

strip 

meat 

met 

float 

Spain 

strong 

road 

rod 

chain 

brother 

stray 

hope 

hop 

pocket 

drain 

other 

stride 

hide 

hid 

cricket 

train 

another 

strife 

cute 

cut 

wicket 

swain 

mother 

strut 

cane 

can 

STEPS  41  to  45 
Story.     The  Snowbirds. 

1.  Old  Friends:  lived,  field,  near,  King's  castle,  with,  His, 
hair,  looked,  white,  made,  hat,  were,  very,  old,  liked,  They, 
would,  shoulders,  sing,  When,  came,  flew,  away.  Where,  have, 
gone,  asked,  frightened,  cold.  How,  long,  stay,  there,  know,  garden, 
hanging,  Perhaps,  called,  pie,  opened,  began,  indeed,  laughed, 
honey,  told,  before,  angry. 

2.  Phonetic  Review.     Blending. 

Blackboard 


fat 

met 

pin 

mop 

cub 

fate 

meat 

pine 

mope 

cube 

cap 

bet 

din 

rot 

tub 

cape 

beat 

dine 

rote 

tube 

199 


SUMMARY.     STEPS  46  to  50 


Basic  Story.     IAjrest  Rover. 

Rhyme.     John  Brown  Had  a  Little  Indian. 

Thought-groups.     1.  P.  93,  94  (seven  lines). 

2.  P.  94  (begin  with  line  8),  95. 

3.  P.  96  (sixteen  lines). 

4.  P.  96  (begin  with  line  17), 

97. 

5.  P.  98,  99  (two  lines). 

6.  P.  99  (begin  with  line  3). 

7.  P.  100  (fifteen  lines). 

8.  P.  100  (begin  with  line  16) 

,  101. 

I.  WORD   GROUPS                                 2.  SIGHT 

WORDS 

belt  of  beads                              Forest  Rover 

trousers 

bows  and  arrows                       Fleet-of-Foot 

because 

Indian 

second 

wigwam 

third 

father 

wear 

birthday 

presents 

beautiful 

cave 

moccasins 

3.  PHONETICS 

Key  Words:                        Test  Words: 

fine            threw                 deerskin       saying         fourth          taken 

run            unhappy            much            legs             middle          those 

feeling       finest                  started         slippers       bracelet 

sad 

Families              Initial  Phonogram 

Ending 

fine  —  ine    feel  —  eel        ( Blend)              Beginning 

finest  —  est 

run  —  un      sad  —  ad    threw  —  thr     unhappy  — ■  un 

200 

fine 

dine         bun 


brine 


Blending 
run  feel  sad        threw         unhapprf 


heel 


bad        thrice        unkind 


line 

fun 

keel 

had 

three 

unbent 

mine 

gun 

peel 

lad 

thrill 

unjust 

nine 

nun 

reel 

fad 

shine 

pun 

steel 

mad 

Comparisons 

vine 

sun 

wheel 

pad 

fine 

finer               finest 

spine 

shun 

shad 

kind 

kinder           kindest 

whine        stun 


spun 


brad        bright        brighter       brightest 


clad        swift 


swifter 


swiftest 


STEPS  46  to  50 
Story.     Forest  Rover. 

1.  Old  Friends:  time,  there,  little,  boy,  name,  lived,  mother, 
gave,  coat,  pair,  made,  put,  clothes,  walk,  forest.  Bear,  very, 
frightened,  after,  growled,  going,  eat,  please,  give,  to-day,  walked, 
lost,  stood,  behind,  along,  heard,  fierce,  looked,  use.  Keep,  danced, 
around,  rock,  moment,  some,  hunt,  again,  back. 

2.  Phonetic  Review.     Blending. 

Blackboard 


race 

sivift 

asleep 

rest 

asleep 

started 

face 

gift 

deep 

best 

awhile 

hunted 

lace 

lift 

keep 

jest 

abide 

landed 

mace 

rift 

peep 

lest 

ago 

smarted 

pace 

sift 

sheep 

pest 

abate 

routed 

brace 

shift 

weep 

quest 

along 

wooded 

grace 

drift 

creep 

test 

alight 

minded 

place 

steep 

vest 

space 

west 

201 


SUMMARY.     STEPS  51  to  55 
Basic  Story.     The  Clever  Jackal. 

Rhyme.     I  Saw  a  Ship  A-Sailing. 

Thought-groups.     1.  P.  104,  105  (two  lines). 

2.  P.  105  (begin  with  line  3). 

3.  P.  106  (ten  lines). 

4.  P.  106  (begin  with  line  11),  107  (six  lines). 

5.  P.  107  (begin  with  line  7). 

6.  P.  108,  109  (two  lines). 

7.  P.  109  (begin  with  line  3). 

8.  P.  110,  111  (five  lines). 

9.  P.  Ill  (begin  with  line  6),  112. 


I.  WORD   GROUPS 

2.  SIGHT  WORDS 

What  shall  I  do 

Jackal 

above 

leather 

which  go  puff 
you  always  speak 
against  the  door 

3 

Mr.  Alligator 
minute 
mistake 
often 

.  PHONETICS 

hiding 

softly 

gathered 

bubbles 
mouth 

Key  Words: 
crab           let 
thank        did 

began 
sail 

Test  Words: 
l)aw 
foolish 

pretend 
crawled 

broken 
piled 

lashed       look 

weeks 

ground 

smoked 

easy 

inside 

next 

Families 
crab  —  ab         let  — 

-et 

Initial  Phonogram                Beginning 
thank  —  th                     began  —  be 

thank  —  ank    did  - 

—  id 

lash  —  ash        look 

—  ook 

sail  - 

—  ail 

202 


Blending 


crab 

thank 

lash 

let 

look 

thank 

began 

cab 

rank 

cash 

get 

book 

think 

beside 

Mab 

blank 

dash 

jet 

cook 

thick 

behind 

nab 

crank 

rash 

yet 

hook 

thump 

begun 

Rab 

frank 

sash 

nook 

thin 

behold 

grab 

j)lank 

crash 

did 

rook 

slab 

clank 

flash 

hid 

shook 

sail 

stab 

drank 

smash 

lid 

took 

fail 

drab 

shank 

trash 

slid 

brook 

jail 

flank 

clash 

skid 

crook 

mail 

bank 

bid 

rid 

mid 

nail 
pail 
rail 

STEPS  51  to  55 
Story.     The  Clever  Jackal, 

1.  Old  Friends:  lived,  near,  river,  day,  Dear,  me,  hungry, 
must,  find,  dinner,  went,  water,  catch,  snap,  thought,  pull,  kind, 
clever,  those,  reeds,  hope,  good,  opened,  fast,  could,  called,  angry, 
again,  around,  began,  himself,  before,  blow,  where,  great,  door, 
always,  Hello,  wood,  make,  fire,  still,  burned,  found,  coat. 

2.  Phonetic  Review.     Blending. 


Blackboard 


sidm 

snug 

glad 

threw 

golden 

unhapp!/ 

swell 

snip 

glen 

thrice 

darken 

unkind 

swing 

snake 

glee 

three 

blacken 

unbent 

sweep 

snap 

glade 

thrill 

frighten 

unjust 

203 


SUMMARY.     STEPS  56  to  60 


Basic  Story 

Mother  Goose's  May  Party. 

Thought-groups. 

1. 

P.  113. 

2. 

P.  114. 

3. 

P.  115. 

4. 

P.  116. 

5. 

P.  117  (nine  lines). 

6. 

P.  117  (begin  with  line  10) 

7. 

P.  119. 

8. 

P.  120  (seven  lines). 

9. 

P.  120  (begin  with  line  8,  through  line  15). 

] 

10. 

P.  120  (begin  with  line  16)^ 

,  121. 

I.  WORD   GROUPS 

2.  SIGHT   WORDS 

Queen  of  the  May 

Mother  Goose 

carried 

home  again 

Marjory  Daw 

ribbons 

through  the  air 

Tommy  Tucker 

sentinel 

Polly 

brought 

Simple  Simon 

contrary 

Mistress  Mary 

wanted 

child 

wander 

3.  PHONETICS 

Key  Words: 

Test  Words: 

games           time 

crown                tea 

daddy 

sang              invited 

pole                   pieman 

tumbling 

plum             kettle 

beside               roast 

gander 

nimble 

singing             beef 

mounting 

Families 

Beginning 

Endings 

game  —  aine         plum 

I  — 

-  7im            invite  —  in 

kettle  —  tie 

sang  —  ang          time 

— 

ime 

nimble  —  ble 

204 


Blending 


game 
came 

sang 
bang 

plum 
gum 

time 
dime 

invite 
inflate 

kettle 
bottle 

dame 
fame 

gang 
hang 

hum 
mum 

lime 
chime 

inv'ent 
incline 

cattle 
whistle 

name 

same 

shame 

lame 

pang 
rang 
fang 

slang 

SUM! 

glum 

slum 

thrum 

Review 

start 

land 

Endings:  ed, 
started 
landed 

{d),  (t);  ing 
starting 
landing 

blame 

clang 

nail 

nailed 

nailing 

frame 

nimble 

play 

played 

playing 

flame 

tumble 
grumble 

jump 
thank 

jumped 
thanked 

junipmg 
thanking 

STEPS  5()  to  00 
Story.     Mother  Goose's  May  Party. 

1.  Old  Friends:  Mother  Goose,  children,  Party,  Jack,  wore, 
head.  Little  Jack  Horner,  marched,  pink,  blue,  cai)s,  house,  built, 
Where,  owl,  door,  stood,  play,  some,  other,  supper,  gave.  Please, 
thumb,  pulled,  Queen  of  Hearts,  made,  tarts,  each,  market, 
dance,  around,  quite,  together,  lamb,  race,  ride,  Good-by,  Would, 
caught,  moon. 

2.  Phonetic  Test.     Blending. 

Blackboard 


plowman 

banging 

hearing 

crooning 

quacking 

dosing 

blackening 

clearing 

racking 

elfin 

bedding 

clearly 

backbone 

glimmering 

brighter 

cho})i)er 

grindstone 

awning 

brighten 

chipnuink 

hanging 

awake 

frighten 

scolding 

205 


DANCE    TO    YOUR    DADDY 


i 


^ 


:iv=^=^ 


m 


w^^ 


:$=£ 


f 


Dance     to     your  dad  -  dy,      My        lit  -  tie    bab  -  by ; 


h?  ^    0       -•     ? — <* — J  — 1       "^     i^    1 — = — 

[4^^ 5 i—^—^^-J ^ — ^_j_^_ 

Dance      to      your  dad  -  dy, 

"^Pt — T^ — ^ — ^ — ^ — ^    1 

My 

lit  -    tie   lamb. 

— \ s- ' 1 

=^^^-^~-*^-^-g=j= 

-i" 

-^-i^-— ?-^-  T~ 

«j 

—                                                               W                          W                             0       . 

i 


You  shall  have     a    fish  -  y         In       a     lit   -  tie  dish  -  y ; 


:¥==^ 


1 


m 


--f=^ 


You  shall  have    a    fish  -  y  When  the   boat  comes  in." 


ALPHABET    SONG 


4: 


^: 


=1: 


tEE^ 


M 


E# 


-^ — ^ 

I       can     say     my       A       B       C's,       a,       b,        c,       d, 


--^ 


e,       f,         g,  h,       i,        j,        k, 


ni,       n,       o, 


i 


I 


Em 


j 1-=1: 


^ 


•— ^1^ r 

p,      q,      r,        s,      t,       u,      V,       w, 

206 


-i9- 

X,      y,      z. 


SUMMARY.     STEPS  61  to  65 


Rhyme 

.     The  Alji 

ihabet. 

Sight  Words  and  Letters  : 

Alice 

apples 

A     a 

Nellie 

Bessie . 

bed 

B     h 

Olive 

Charles 

captain 

C     c 

Paul 

Dick 

dunce 

D    d 

Queenie 

Elmer 

elephant 

E     e 

Ralph 

Frank 

fig 

F    J 

Stella 

George 

goat 

a  ii 

Thomas 

Harry 

hound 

II  h 

Una 

Ida 

ice 

I    i 

Vera 

Jessie 

jelly 

J   j 

William 

Kate 

kite 

K    k 

Xerxes 

Laura 

light 

L    I 

Yetta 

Minnie 

mill 

M   m 

Zella 

nuts  N  n 

orange  0  o 

penny  P  p 

quail  Q  q 

rail  R  r 

sugar  iS  s 

tarts  T  I 

urn  U  II 

valley  I '  v 

whale  W  ir 

expected  X  .v 

yew  Y  y 

zebra  Z  z 


(1)  Teach  the  alphabet  in  consecutive  order. 

(2)  Associate  the  names  of  the  letters  with  their  .symbols,  both 
in  print  and  in  script. 

(3)  Teach  the  Alphabet  Song.     See  p.  206. 

The  following  series  of  words  may  be  used  for  the  recognition 
of  the  letters  of  the  alphabet;  also  for  the  beginning  of  oral  and 
written  spelling. 


man 

nut 

bed 

fig 

fly 

eat 

can 

but 

red 

jig 

my 

neat 

van 

cut 

fed 

pig 

by 

meat 

rice 

bill 

quail 

hold 

late 

boat 

price 

kill 

pail 

box 

use 

zoo 

slice 

will 

sail 

fox 

muse 

moo 

207 


SUMMARY.     RECAPITULATION.     STEPS  66  to  70 

Phonetics,  i.  Review  all  the  key  words  and  families  taught 
in  the  sixty-five  Steps.     Rai)id  drill  with  perception  cards. 

2.  An  exercise  to  test  the  child's  phonetic  power.  Place  on  the 
blackboard  words  belonging  to  all  the  families  and  containing  the 
initial  phonograms,  Ijeginnings,  and  endings  thus  far  taught,  but 
not  the  key  words.  (See  p.  209  for  Words  for  Testing  Phonetic 
Power.) 

3.  Review  Rules  I  and  II  for  Vowels.  (See  pp.  191  and  197.) 
Apply  these  rules  to  other  selected  words. 

Language,  i.  Review  all  the  rhymes  taught  during  the  sixty- 
five  Steps.     Let  each  child  choose  a  rhyme. 

2.  Have  several  of  the  rote  songs  reviewed.  Let  the  children 
select  the  songs. 

3.  Review  the  alphabet  and  drill;  also  begin  oral  spelling,  using 
the  words  given  at  the  foot  of  page  207. 

4.  Have  several  stories  given  in  pantomime.  Let  the  children 
name  each  story  after  it  has  been  acted  in  pantomime. 

5.  Have  several  stories  retold.  Let  each  child  make  his  own 
selection. 

Reading,  i.  A  drill  to  review  all  the  word  groups  and  sight 
words  given  in  the  sixty-five  Steps.  Rapid  drill  with  perception 
cards. 

2.  A  language  exercise  in  which  the  children  use  the  word  groups 
or  sight  words  in  sentences  selected  from  the  stories. 

3.  Reread  several  stories.  Let  the  children  choose  the  stories. 
(Independent  Reading.) 

208 


WORDS   FOR   TESTING    PHONETIC'   POWER 


Before  the  close  of  I  lie  first  year,  ])upils  will  have  gained 
considerable  power  in  i)lioiieticizing  unfamiliar  words. 
After  the  daily  i)honetie  |)eriod  it  is  well  to  place  upon  the 
blackboard  a  few  words  which  the  children  have  not  seen, 
and  have  these  pronounced.  No  attention  should  be  i)aid 
to  the  meaning  of  the  words,  nor  should  the  children  be 
expected  to  recognize  them  a  second  time  except  by  the 
building  process.  The  pupils  are  delighted  at  their  ability 
to   build   up   words. 

Build  the  word  synthetically.  To  aid  in  blending  always 
begin  at  the  left.  Take,  for  example,  the  word  mailing. 
Write  upon  the  blackboard  the  initial  phonogram,  m. 
Then  add  the  family  ail,  making  the  word  7?iail.  (No  .sepa- 
ration of  the  phonograms.)  Affix  ing  and  the  word  mailing 
is  complete.  The  children  should  blend  the  phonograms 
silently,  then  tell  the  complete  word.  They  may  also  an- 
alyze the  words,  finding  families,  phonograms,  beginnings, 
and  endings. 


mailing 

enjoy 

primer 

clouding 

blacker 

enjoyment 

cooler 

smearing 

cracker 

remind 

spinner 

soiling 

bringing 

reminder 

shutter 

upper 

lampoon 

reminding 

shelter 

charter 

woodland 

pumping 

printing 

whipping 

slinging 

brakeman 

skipper 

blandly 

shopman 

greenback 

ulster 

splendidly 

spelling 

winter 

spilling 

milestone 

taller 

omit 

canter 

shutting 

ST.  HR. 

MANUAL — 14          20 

9 

toyman 

figment 

drinking 

laces 

railin<? 

stopper 

staying 

drifting 

unstrung 

winner 

sprinting 

sleeper 

clanging 

digging 

astride 

flounder 

greener 

matting 

banker 

switchman 

pretended 

blindly 

thanksgiving 

swooping 

gladly 

creeper 

thrasher 

clustering 

velvet 

bracelet 

thrifty 

clipper 

undergo 

bricklayer 

unbending 

scarlet 

reaping 

freshman 

unbind 

scarfskin 

maiden 

grapevine 

undertake 

smooth 

gruffly 

greenhouse 

untwine 

intent 

dusting 

slashing 

unfold 

translate 

blotting 

sharpen 

understand 

abate 

chatting 

shawl 

behindhand 

ablaze 

chatterbox 

shocking 

belonging 

apartment 

cloudy 

sparkling 

benighted 

around 

shorter 

quaker 

bewitching 

underbrush 

fretting 

quenching 

ajar 

underground 

ticket 

drowning 

amazement 

trumpeter 

smothering 

chapter 

abounding 

thrush 

floating 

clearstarch 

amendment 

thunderclap 

swiftest 

clinker 

amount 

trombone 

decked 

clownish 

avoid 

whippoorwill 

ducked 

glassware 

spoiling 

trimming 

becloud 

swaying 

incline 

tripping 

speaking 

sweeper 

statehouse 

crashing 

speeding 

scatter 

starfish 

spendthrift 

meshes 

scrapbook 

quickstep 

triweekly 

rushing 

script 

cheapen 

befalling 

thinking 

smokestack 

checkmate 

trawl  net 

thanking 

snappishly 

cheering 

truckman 

missing 

jamming 

gloomily 

nickname 

highest 

skylight 

sweetmeat 

Frenchman 

210 


CHRONOLOGICAL   PHONETIC   SUMMARY 

First  Year  —  Second  Half 


Steps 

Stories 

Key 
Words 

Initial 
Phonograms 

(Blend) 

Families 

Begin- 
nings 

Endings 

1-5 

Piggy  Wig's 
House 

tree 

hear 

bill 

clock 

nailed 

tr 
el 

ee 
ear 
ill 
ock 

ed(=d) 

6-10 

Billy  Goat  and 
the  Wolf 

dark 

play 

life 

hide 

that 

scamper 

th(=4fr) 

sc 

ark 

ay 

ife 
ide 

11-15 

Tommy  Tart 

make 

smart 

about 

rush 

cool 

drink 

rushed 

sm 
dr 

ake 
art 
out 
ush 
ool 
ink 

ed  (=t) 

16-20 

Frisky,  Skippy, 
and  Trixy 

barn 

yard 

while 

soon 

cut 

soil 

what 

sadly 

wh(=hw) 

arn 

ard 

ile 

oon 

ut 

oil 

ly 

211 


CHRONOLOGICAL 

PHONETIC   SUxMMAHY- 

-  ( 'out 

iniied 

Steps 

Stories 
The  Old  Woman 

Key 

Words 

Initial 
Phonograms 

(.Blend) 

Families 

Begin- 
nings 

Endings 

21-25 

bite 

ite 

and  Her  Pig 

gave 
rope 

ate 

eat 

ice 

oak 

use 

{ Vowels) 
a 
e 
1 
6 
u 

ave 
ope 

26-30 

The  Race 

race 

swift 

asleep 

rest 

started 

ace 

ift 

eep 

est 

a(=d) 

ed 

31-35 

Trading  Babies 

Over  in  the 
Meadow 

toad 

leap 

trade 

swim 

snug 

far 

glad 

golden 

sw 
sn 

gl 

oad 

cap 

ade 

im 

ug 

ar 

en(='n) 

36-40 

The  Three  Pigs 

must 

huflF 

brick 

red 

hot 

chin 

at 

egg 

in 

ch 

( Vowels) 
a 
e 
1 

ust 

uflF 

ick 

ed 

ot 

212 


CHRONOLOGICAL   PHONETIC   SUMMARY- 

-  Continued 

Steps 

Stories 

Key 
Words 

Initial 
Phonograms 

(.Blend) 

Families 

Begin- 
nings 

Endings 

ox 

o 

up 

li 

41-45 

The  Snowbirtls 

coat 

grain 

maid 

brother 

straw 

pocket 

str 

oat 
ain 
aid 
other 

et 

46-50 

Forest  Rover 

fine 

run 

feel 

sad 

threw 

unhappy 

finest 

thr 

ine 
un 
eel 
ad 

un 

est 

51-55 

The  Clever 

crab 

ab 

Jackal 

thank 

lash 

let 

did 

look 

th 

ank 

ash 

et 

id 

ook 

I  Saw  a  Ship 

sail 

ail 

A-Sailing 

began 

be 

56-60 

Mother  Goose's 
May  Party 

game 

sang 

plum 

time 

invite 

kettle 

nimble 

ame 
ang 
um 
ime 

in 

tie 
ble 

2L3 


Stories 
Billy  Goat  and  the  Wolf 
Frisky,  Skippy,  and  Trixy 
The  Three  Pigs 
The  Clever  Jackal 


Steps  21-25 

(The  Old  Woman  and  Her  Pi<.) 


PHONETIC   KEY 

First  Year  — Second  Half 
Key  Words 


Steps  36-40 
(The  Three  Pigs) 


Piggy  Wig's  House 
Billy  Goat  and  the  Wolf 
Tommy  Tart 

Trading  Babies 

Over  in  the  Meadow 

The  Snowbirds 
Forest  Rover 


Piggy  Wig's  House 


that 
what 
chin 
thank 

ate 

eat 

ice 

oak 

use 

at 

egg 

in 

ox 

up 

tree 

clock 

scamper 

smart 

drink 
f  swim 

snug 
[  glad 

straw 

threw 

tree 
hear 
bill 
clock 


Initial  Phonograms 

th(=^) 

wh 

ch 

th 
(  Vowels) 
a 
e 
1 
6 
u 
a 

V 

e 
1 
6 
u 

{Blend) 
tr 
cl 
sc 
sm 
dr 
sw 
sn 

gl 
str 
thr 
Families 
ee 
ear 
ill 
ock 


214 


Stories 


Billy  Goat  and  the  Wolf 


Tommy  Tart 


Frisky,  Skippy,  and  Trixy 


The  Old  Woman  and  Her  Pig 


The  Race 


Trading  Babies 


The  Three  Pigs 


Key  Words 

Familu 

dark 

ark 

' 

play 

ay 

life 

ife 

hide 

ide 

make 

ake 

smart 

art 

about 

out 

rush 

ush 

cool 

ool 

drink 

ink 

^  barn 

am 

yard 

ard 

. 

while 

ile 

soon 

oon 

cut 

ut 

soil 

oil 

bite 

ite 

< 

gave 

ave 

rope 

ope 

race 

ace 

swift 

ift 

■ 

asleep 

eep 

rest 

est 

toad 

oad 

leap 

eap 

■ 

trade 

ade 

swim 

im 

snug 

ug 

far 

ar 

must 

ust 

huff 

uff 

' 

brick 

ick 

red         hot 

ed 

ot 


215 


Stories                           Key  Words 

Families 

coat 

oat 

The  Snowbirds 

grain 
maid 

ain 
aid 

brother 

other 

fine 

ine 

Forest  Rover 

run 
feel 

un 
eel 

sad 

ad 

'  crab 

ab 

thank 

ank 

The  Clever  Jackal 

lash 
let 

ash 

et 

did        look 

id         oo! 

I  Saw  a  Ship  a-Sailing 

sail 

ail 

game 

ame 

Mother  Goose's  May  Party 

sang 
plum 

ang 
um 

time 

ime 
Beginnings 

The  Race 

asleep 

a  (  =  a) 

Forest  Rover 

unhappy 

un 

The  Clever  Jackal 

began 

be 

Mother  Goose's  May  Party 

invite 

in 
Endings 

Piggy  Wig's  House 

nailed 

ed  ( =  d) 

Tommy  Tart 

rushed 

ed(=  t) 

Frisky,  Skippy,  and  Trixy 

sadly 

ly 

The  Race 

started 

ed 

Trading  Babies 

golden 

en  (  =  'n) 

The  Snowbirds 

pocket 

et 

Forest  Rover 

finest 

est 

Mother  Goose's  May  Party 

1  kettle 
1  nimble 

tie 
ble 

216 


WORD 

First  Year 

Steps  1  to  .5 

this  bright  morning 
May  I  go 
my  sharp  teeth 
for  your  house 
with  me 
Very  soon 
every  morning 
when  it  was  time 

Steps  6  to  10 
anything  to  say 
before  you  do 
I  have  heard 
for  my  dinner 
once  more 

Steps  11  to  15 
Stop  running 
Are  you  sure 
Why  should  I 
these  tarts 
too  sweet 

Steps  16  to  20 
Have  you  been 
We  sadly  fear 
you  shall  have 
put  on  their  mittens 
your  own  mittens 
took  off  their  mittens 


GROUPS 

—  Second  Half 

See  here 
Our  mittens 

Steps  21  to  25 

almost  midnight 
An  hour  ago 
burn  Stick 
quench  Fire 

Steps  26  to  30 
run  very  fast 
Perhaps  he  can 
Why  don't  you 
Let  us  try 
crept  slowly 

Steps  31  to  35 
One  fine  day 
her  baby  brother 
in  the  meadow 
There  is  nothing 
Here  lived 
on  the  shore 

Steps  36  to  40 
There  was  once 
One  of  them 
their  fortune 
Be  ready 
five  o'clock 
through  the  chimney 


217 


Steps  41  to  45 

Steps  51  to  55 

four  and  twenty 

What  shall  I  do 

would  perch 

which  go  puff 

upon  his  shoulders 

you  always  speak 

At  that  moment 

against  the  door 

Steps  46  to  50 

Steps  56  to  60 

belt  of  beads 

Queen  of  the  May 

bows  and  arrows 

home  again 

through  the  air 

SIGHT 

WORDS 

First  Year- 

-  Second  Half 

Steps  1  to  5 

favor 

Piggy  Wig 

coming 

Peter  Rabbit 

again 

White  Cock 

Cock-a-doodle-doo 

Steps  11  to  15 

build 
forest 

Queen  of  Hearts 

Knave  of  Hearts 

Tommy  Tart 

gnaw 
want 

Frisky  Lamb 

Bruin  Bear 

carry 

oven 

crow 

1 

afraid 

mud 

thirsty 

Steps  6  to  10 

You'll 

Billy  Goat 

while 

Nanny  Goat 

meadow 

Steps  15  to  20 

grew 

Mother  Black  Cat 

fierce 

Frisky 

know 

Skippy 

218 


Trixy 

Steps  81   to  85 

kittens 

Sophie 

Children 

walk 

naughty 

anywhere 

to-day 

burrow 

fence 

honeybee 

pieces 

love 

washed 

four 

close 

babies 

Steps  21  to  25 

soft 

shoe 

dollar 

Steps  86  to  40 

bought 

Big  Pig 

Butcher 

Middle-sized  Pig 

hang 

Little  Wee  Pig 

cheese 

Mr.  Wolf 

Steps  26  to  30 

knocked 

Slow-but-Sure 

blow 

By-and-By 

built 

Reynard  the  Fox 

to-morrow 

tortoise 

angry 

hare 

blew 

judge 

pail 

wind 

Ah 

Steps  41  to  45 

friends 

Jack  Frost 

says 

Sammy  Scare  Crow 

fields 

North  Wind 

Ready 

Blackbirds 

plodded 

Snowbirds 

first 

icicles 

219 


snow 

Steps  51  to  55 

breath 

Jackal 

warm 
parlor 

Mr,  Alligatoi 
minute 

bread 

mistake 

surprise 

often 

chance 

above 

turned 

thought 
torn 

hiding 

softly 

gathered 

rye 

leather 

always 
showed 

mouth 

changed 

bubbles 

Steps  46  to  50 

Forest  Rover 

Steps  56  to  60 

Fleet-of-Foot 

Mother  Goose 

Indian 

Marjory  Daw 

wigwam 

Tommy  Tucker 

father 

Polly 

birthday 

Simple  Simon 

beautiful 

Mistress  Mary 

moccasins 

carried 

trousers 

ribbons 

because 

sentinel 

second 

brought 

third 

contrary 

wear 

wanted 

presents 

wander 

cave 

child 

220 


TEACHING   VOCABULARY 


Words  in  First  Year  — Second  Half  not  included  in  the  Teach- 
ing Vocabulary  for  First  Year — First  Half. 


A 

,  barn 

beautiful 

cave 

anything 

bring 

because 

clothes 

again 

burn 

bracelet 

counting 

c5 

as 

bought 

bubbles 

crab 

afraid 

butcher 

broken 

crawled 

about 

bite 

brought 

carried 

almost 

beat 

beside 

contrary 

ago 

but 

beef 

child 

ah 

baby 

bed 

crown 

asleep 

brother 

Bessie 

captain 

awoke 

burrow 

C 

Charles 

anywhere 

babies 

D 

angry 

blink 

cock 

dark 

apples 

beehive 

carry 

dogs 
drink 

arrows 

buzz 

crow 

always 

best 

clock 

door 

against 

blow 

coming 

dear 

alligator 

built 

cool 

darling 

dollar 

don't 

above 
Alice 

blew 
bricks 

catch 
children 

blackbirds 

close 

dive 

dainty 

deerskin 

B 

breath 

cold 

build 

bread 

cheese 

bill 

brothers 

crept 

daddy 

boards 

badly 

creeping 

dunce 
Dick 

before 

baked 

clever 

butterfly 

belt 

chimney 

became 

beads 

chin 

E 

Bruin 

bows 

chance 

every 

been 

birthday 

changed 

ever 

22X 


eyes 

fig 

huff 

lamb 

easy 

Frank 

hot 

leaves 

elephant 

G 

huffed 

love 

expected 

gnaw 

grew 

growl 

gave 

gold 

glad 

golden 

happened 

leap 

Elmer 

hiding 

legs 

hound 

leather 

F 

for 
forest 
fiat 
fierce 

Harry 

/ 

into 
icicles 

lashed 
look 
light 
Laura 

favor 

growled 

Indian 

M 

from 

grains 

inside 

may 

floor 

gathered 

ice 

mud 

frisky 

ground 

Ida 

more 

fear 

games 

meadow 

fence 

gander 

J 

music 

fire 

goat 

judge 

make 

fast 

George 

jackal 

making 

friends 

H 

jelly 

mittens 

fields 

hear 

Jessie 

meet 

first 

his 

K 

midnight 

four 

hide 

know 

market 

far 

hearts 

kill 

moonlight 

fishes 

hello 

knave 

mark 

five 

herself 

kittens 

muskrat 

fortune 

here 

knocked 

middle-sized 

frost 

hung 

killed 

moment 

fleet 

hour 

kettle 

moccasins 

foot 

hang 

kite 

much 

father 

hare 

Kate 

middle 

feeling 

her 

minute 

finest 

honeybee 

L 

mistake 

fourth 

hum 

like 

mouth 

foolish 

hair 

life 

Marjory  Daw 

222 


Mistress 

Mary 

mounting 

mill 

Minnie 

nailed 

Nanny 

never 

nearer 

naughty 

named 

nothing 

north 

nipped 

nose 

next 

nimble 

nuts 

Nellie 

0 

oh 

oven 

own 

off 

our 

o'clock 

often 

orange 

Olive 

P 

^^ggy  Wig 
Peter 


piaster 

pieces 

perhaps 

plodded 

pail 

puffed 

picked 

perch 

parlor 

pockets 

presents 

puff 

paw 

pretend 

piled 

Polly 

plum 

pole 

pieman 

penny 

Paul 

Q 

Queen 

quench 

quail 

Queenie 


R 


rise 

running 

rat' 

Reynard 

ready 

race 

rest 


reeds 

roof 

rye 

rover 

ribbons 

roast 

rail 

Ralph 

S 
sharp 
soon 
say 

scamjjered 

stood 

stopped 

stoj) 

sure 

should 

sweet 

smart 

steal 

sadly 

shall 

see 

soiled 

smell 

stick 

shoe 

slowly 

slow 

says 

swiftly 

started 

set 


shore 

Soj)hie 

soft 

snug 

sand 

sun 

stream 

seek 

straw 

Sammy 

scare 

snowbirds 

snow 

surprise 

showed 

second 

sad 

saying 

slippers 

speak 

softly 

sail 

smoked 

simple 

Simon 

sentinel 

sang 

singing 

sugar 

Stella 

T 

this 

teeth 

trees 


223 


that 

trousers 

W 

which 

these 

third 

with 

weeks 

tarts 

threw 

when 

wander 

too 

taken 

want 

wanted 

Tommy 

those 

wood 

whose 

thirsty 

thank 

wake 

whale 

tall 

Tucker 

well 

William 

their 

tea 

wish 

took 

tag 

tuml)ling 
Thomas 

while 
we 

X 

Xerxes 

try 

washed 

Y 

tortoise 
talking 
toad 
trade 

U 

under 
unhappy 

what 
wind 
willing 
wins 

your 

yes 

you'll 

yard 

yew 

Yetta 

through 

to-morrow 

twenty 

urn 
Una 

V 

walk 
wink 
wee 

turned 

warm 

Z 

thought 

visit 

wore 

zebra 

torn 

valley 

wigwam 

zoo 

trimmed 

Vera 

wear 

Zella 

224 


SECOND    YEAR 

Aims.  (1)  To  foster  in  the  child  an  interest  in  thought 
getting,  by  the  choice  of  material  that  appeals  to  him,  keeping 
in  mind  that  the  child  is  the  epitome  of  the  race. 

(2)  To  inspire  in  the  child  the  desire  to  read  pleasingly 
to  others. 

(3)  To  continue  phonetic  drills,  for  the  purpose  of  teaching 
phonetic  elements  not  acquired  in  the  first  year. 

It  would  be  well  for  the  teacher  to  note  wherein  the  sec- 
ond year  aims  differ  from  the  first  year.  She  can  best 
understand  this  by  reading  pages  1  to  22,  and  also  by  ac- 
cjuainting  herself  with  the  first-year  plan  of  work. 

The  teacher  will  find  in  the  Summary  for  each  story 
the  Thought-groups,  also  lists  of  words  placed  under  the 
headings  (1)  Word  Groups,  (2)  Sight  Words,  (3)  Phonetics. 
These  lists  include  every  word  in  the  story  excepting  old 
friends. 

As  aids  in  teaching  these  words,  make  use  of  (1)  pic- 
tures illustrating  the  story,  (2)  conversation,  (3)  rhymes. 
Through  this  method  of  approach  to  the  story,  the  child's 
interest  is  aroused,  and  this  will  lead  to  a  desire  on  his  part 
to  acquire  the  story  as  a  whole.  He  may  then  be  per- 
mitted to  attempt  to  read  the  story  silently,  by  himself. 
Whether  the  story  is  clear  or  vague  in  the  mind  of  the  child 
may  be  determined  by  requiring  oral  reproduction  of  what 
he  has  read.  The  success  of  the  reproduction  will  deter- 
mine the  necessity,  or  otherwise,  for  added  drills,  and  will 
motivate  the  same  for  the  children.     The  drills  may  be 

ST.    HR.    MA>aTAL  —  15  225 


varied  l)y  the  u.se  of  Devices.  (See  pp.  3G-50.)  Do  not 
overlook  the  language  phase  of  the  drills,  and  make  as  many 
associations  as  possil)le  with  the  context.  Silent  reading  of 
the  story  may  follow  tlie  drills.  Oral  reading  of  the  story 
is  the  final  step.     (See  Reading  from  the  Book,  p.  19.) 

The  teacher  will  aid  the  children,  by  every  means  avail- 
able, to  determine  the  thought-groups  of  each  story.  This 
phase  was  partially  developed  during  the  first  year.  Tlie 
stories  lend  themselves  so  easily  to  tlramatization  that  it 
may  be  profitable  as  a  third  means  of  reproduction  to  dram- 
atize the  story.  The  long  descriptions  which  did  not  enter 
into  the  stories  of  the  first-year  books  may  have  their 
first  interpretation  from  the  lips  of  the  brighter  children. 
This  affords  a  good  opportunity  for  the  language  phase  to 
be  emphasized,  by  allowing  the  children  to  reproduce  the 
descriptions  already  given,  in  their  own  language.  Some 
teachers  may  prefer  to  have  the  dramatization  precede  the 
last  reading  of  the  story,  instead  of  following  the  order  given. 

The  value  of  dramatization  in  the  second  year  is  :  (1) 
to  give  expression  to  impression ;  (2)  to  enlarge  the  col- 
loquial vocabulary  of  the  child ;  (8)  to  coordinate  thought^ 
impulse,  and  expression. 

TYPE  TREATMENT  OF  THE  STORY 

Preparation  by  the  Teacher,  i.  Decide  how  to  present  each 
of  the  word  groups  and  sight  words  found  in  the  Summary  for  the 
story.     (See  p.  225,  for  suggested  aid.s  in  teaching.) 

2.  Determine  the  thought-groups  of  the  story. 

3.  Select  Devices  to  be  used  for  drills,  for  word  groups,  for 
sight  words,  and  for  phonetics.  (See  p.  225,  for  suggestions  in 
teaching.     See  also  pp.  36-50,  for  Devices.) 

4.  Arrange  helpful  Correlation  with  the  story. 

22G 


STEP  A 

Note.  The  steps  indicate  llic  order  in  which  the  work  is  to  be  taken  uj),  rather 
than  the  time,  because  chisses  diti'er  in  ability.  Language,  Reading,  and  I'lionetics 
may  be  given  as  separate  exercises,  occupying  different  periods  of  the  daily  pro- 
gram ;  or  the  development  of  the  lesson  may  require  all  three  subjects  to  be  com- 
bined in  one  period. 

1.  Language.  (1)  The  poem  preceding  the  story  may  be  treated 
as  a  memory  selection. 

(2)  Study  the  illustrations  of  the  story  through  conversation, 
keeping  in  mind  the  thought-groups. 

2.  Reading.  Silent  reading  of  the  story  to  obtain  an  impression 
of  it  as  a  whole,  the  teacher  guiding  the  class  and  testing  the  chil- 
dren individually  through  quiet  questioning. 

3.  Phonetics.  Presentation  of  Test  Words  (new  words  contain- 
ing familiar  phonograms),  given  in  the  Summary  for  the  story. 

STEP  B 

1.  Language.     (1)  Review  of  the  poem. 

(2)  Oral  re])roduction  of  the  story,  which  has  been  read  silently 
in  Stej)  A. 

2.  Reading.     (1)  Finding  oW/r/c^f/.s  in  the  story.     (Books.) 
(2)  Development  of  the  word  groups  and  sight  words  found  in 

the  story. 

3.  Phonetics.     (1)   Continue  Test  Words.     (Blackboard.) 
(2)  Develop  key  words  as  sight  words. 

STEP  C 

1.  Phonetics.  Presentation  of  the  phonetic  elements  derived 
from  the  /.r//  ivords  found  in  the  Summary  for  the  story. 

2.  Reading.  Drill  upon  the  word  groups  and  sight  words  given 
in  the  Summary  for  the  story. 

3.  Language.  Oral  reproduction  of  the  thought  groups  of  the 
story  suggested  by  the  illustrations,  particular  attention  being  paid 
to  the  descriptive  parts  of  the  story.  (Teacher  and  pupil  working 
together.)     This  may  be  a  preparation  for  dramatization. 

227 


STEP  D 

1.  Phonetics.  Building  of  lisls  given  in  the  Summary  for  the 
story. 

2.  Reading.  Reading  of  the  story  ah)ud  by  the  chiklren.  Tiie 
success  of  this  reading  will  determine  whether  further  drill  is  nec- 
essary. 

3.  Language.  Dramatization  of  the  story.  Aim  for  original 
sentences  (paraphrase),  thus  making  use  of  enlarged  vocabulary. 

STEP  E 

1.  Phonetics.     Drills.     Make  use  of  Devices. 

2.  Language.     Dramatization  of  the  story. 

3.  Reading.  Reading  of  the  story  aloud  by  the  children,  to 
give  pleasure  to  the  listener. 

Noie.  The  preceding  drills  and  the  dramatization  should  produce  fluency  in 
the  6nal  reading.     If  not,  let  the  story  be  followed  by  more  drill. 


Reading  from  the  books.  The  final  reading  of  the  story  from 
the  books  should  be  accomjjlished  without  interriijition,  other  than 
indication  by  the  teacher  of  the  end  of  the  thought.  Into  this  ex- 
ercise should  come  all  the  elements  in  embryo  of  good  oral  reading  : 
Pleasantly  modulated  voice,  clear  enunciation,  pleasing  manner  to 
the  observer,  and  interpretation  of  the  thought  and  emotion  in- 
volved in  the  story. 

Supplementary  Reading.  Suitable  books  should  be  selected  for 
reading  as  supplementary  to  the  basic  Story  Hour  Reader.  Drills 
should  be  subordinated  in  the  treatment  of  supplementary  reading. 
The  value  of  supplementary  reading  is  to  furnish  concrete  applica- 
tion of  the  power  already  acquired,  and  to  supply  a  variety  of 
context. 

Library,  The  teacher  may  have  a  number  of  books  which  are 
used  as  a  circulating  library.  Children  should  be  encouraged  to 
use  the  Public  Library. 

228 


SUMMARY.     ST  I :  PS  1   to  .0 


Basic  Story.     Giant  (Iiro  (pronounced  jl'ro). 

Poem.      Frolic  of  the  Fairies. 
Thought-groups.     1.   1*.  (J,  7  (four  lines). 
2.   P.  7  (begin  with  line  5),  8  (ten  lines). 
.S.  V.  8  (begin  with  line  11),  0,  10  (two  lines). 

4.  P.  10  (l)egin  with  line  .'J),  11  (seven  lines). 

5.  P.  11  (begin  with  hne  8),  12,  13  (four  lines). 
0.  P.  13  (begin  with  line  5). 


I.  WORD   GROUPS 


2.  SIGHT   WORDS 


Billy  Goat  bridge 

Nanny  Goat  turned 

Giant  Giro  horns 

Bumpety-bump  taught 

Thumpety-thunip  backward 

Thudety-thud  pushed 

You've  danger 

crossed  huge 
Note.     The  o  sound  in  such  words  as  crossed,  belonged,  dog,  soft,  is  midway  be- 
tween the  sounds  o  in  lof  and  o  in  lord. 


family  of  goats 
go  over 
tiny  dwarf 
Giant  Giro  roared 
great,  gruff  voice 
tried  to  remember 
could  not  move 


3-  PHONETICS 

Key  Words:  Test    Words   (New   words  in   the  story,  con- 

feet       twirl  taining  familiar  phonograms)  : 

end       giant  feeling  delighted       safely        monster 

club  suddenly       started  instead     swiftly 

unable  bumping        hidden      belonged 

wiggle 


Families 
feet  —  eet  club  —  nb 

end  —  end         twirl  —  irl 


Initial  Phonograms 
giant  — ■  g  (=  j)  (Blend) 

twirl  —  tw 


229 


Blending 


feet 

end 

club 

twirl 

giant 

twirl 

meet 

bend 

stnb 

girl 

(riro 

twig 

beet 

lend 

cnb 

swirl 

gill 

twin 

sheet 

mend 

dub 

whirl 

gist 

twit 

fleet 

rend 

hub 

gem 

twice 

greet 

send 

rub 

gentle 

twain 

sweet 

tend 

tub 

twang 

street 

vend 

drub 

twine 

sleet 

wend 
blend 
spend 
trend 

Old  Friends :  The  following  old  friends  may  be  found  by  the 
children,  in  the  context  of  the  story  in  the  books:  lived,  meadow, 
river,  One,  them,  third.  Frisky,  grass,  some,  said,  morning,  afraid, 
owns,  likes,  sure,  walked,  away,  very,  heard,  help,  this,  little, 
your,  thumbs,  nothing,  laughed,  alone,  great,  much,  frightened, 
could,  half.  Because,  surprised,  across,  nothing,  changed,  into, 
angry,  rushed.  After. 

Phonetic  Review.  Families  and  Blending  :  long  —  ong;  let  —  et; 
why  —  y;  that  —  at;  loill  —  ill;  sprang  —  ang. 


Blackboard 


long 

lei 

why 

thai 

mil 

sprang 

song 

bet 

thy 

bat 

bill 

bang 

tong 

get 

sty 

fat 

dill 

fang 

thong 

jet 

sly 

hat 

fill 

gang 

prong 

met 

fry 

cat 

gill 

hang 

strong 

net 

dry 

mat 

kill 

pang 

throng 

pet 

shy 

pat 

mill 

rang 

wet 

try 

rat 

pill 

sang 

230 


SUMMARY.     STEPS  (5  to  10 
Basic  Story.     Thk  'J'hkee  Bears. 

Poem.     15c<l  in  SuiniiuT. 
Thought-groups.     1.  P.  10. 

2.  P.  17. 

3.  P.  18,  19  (four  lines). 

4.  P.  11)  (begin  with  line  5),  21  (four  lines). 

5.  P.  21  (begin  with  line  5). 

6.  P.  22,  23  (twelve  lines). 

7.  P.  23  (begin  with  line  13),  25. 

8.  P.  26. 
9 


P.  27. 
I.  WORD   GROUPS 
in  the  midst 
great,  huge  bear 
bowls  of  porridge 
fast  asleep 
middle-sized  voice 


2.  SIGHT   WORDS 
Father  Bear  exactly 

Mother  Bear  returned 

Baby  Bear  Ugh 

Goldilocks  neither 


Note.  The  sound  ;i  in  such  words  as  fast,  grass,  ask,  raft,  path,  is  midway  be- 
tween the  sounds  of  ti  in  at  and  a  in  father ;  the  a  sound  in  such  words  should  be 
avoided.     Ugh  is  pronounced  06. 


3.  PHONETICS 

Key  Words 

Test  Words: 

• 

low 

knocked 

cabin         room 

tired 

upstairs 

latch 

shady 

cooling      tasted 

tumbled 

lying 

awoke 

flowers       nor 

bedroom 

window 

entered      chairs 

sitting 

reached 

Families 

Initial  Phonog 

ram          Ending 

low  —  oiv  ( ■■ 

=  6)  awoke 

—  oke         (Silent  Letter)      shady  ■ 

-Z/(=i) 

latch  —  atch 

knock  —  kn 

231 


Blending 

low 

latch 

awoke 

knock 

shady 

bow 

grow 

l)a,tch 

coke 

knack 

knife 

shaky 

mow 

glow 

nialcli 

joke 

knee 

knight 

handy 

row 

slow 

patch 

poke 

kneel 

knit 

sandy 

sow 

stow 

snatch 

woke 

knell 

knob 

woody 

tow 

snow 

hatch 

broke 

knew 

knot 

lumpy 

show 

throw 

spoke 

know 

stringy 

blow 

choke 

mighty 

crow 

smoke 

foxy 

flow 

stroke 

yoke 

Old  Friends:  Once  upon  a  time,  three,  bears,  lived,  log,  woods, 
was,  tiny,  One  day,  went,  out,  for,  long,  walk.  They,  left,  table, 
While,  were,  away,  little,  had,  gone,  pick,  some,  girl,  door,  came, 
open,  lifted.  When,  hot,  cold,  ate,  looked,  about,  her,  very,  thought, 
that,  would,  climbed,  hard,  tried,  soft,  right,  rocked,  pieces,  down, 
floor,  thumpety,  thump,  beds,  high,  low.  Before,  hungry,  eaten, 
growled,  around,  frightened,  until,  safe. 

Phonetic  Review.  Families  and  Blending :  rock  —  ock;  fell  —  ell; 
eat  —  eat;  hard  —  ard;  soon  —  oon;  jump  —  ump. 

Blackboard 


rock 

fell 

eat 

hard 

soon 

jump 

dock 

bell 

beat 

yard 

moon 

hump 

lock 

dell 

heat 

bard 

noon 

dump 

mock 

quell 

meat 

lard 

loon 

I>um]) 

sock 

shell 

neat 

card 

spoon 

lurtip 

shock 

tell 

seat 

slump 

crock 

well 

peat 

tart 

spool 

clumj) 

clock 

yell 

bleat 

cart 

cool 

thump 

block 

smell 

cheat 

dart 

tool 

plump 

frock 

swell 

wheat 

part 

stool 

trumj) 

232 


SUMMARY.     STEPS  11  to  15 


Basic  Story.     How  the  Pony  Was  Won. 
Poem.     To  a  Honeybee. 
Thought-groups.     1.    P. '50  (tliirteen  lines). 

P,  80  (hcf^iu  with  line  14),  82  (eleven  lines). 

P.  82  (begin  with  line  12),  iV.i. 

P.  34,  35  (eight  lines). 

P.  85  (begin  with  line  9),  86,  87  (three  lines). 

P.  37  (begin  with  line  4). 

P.  38,  39  (fivehnes). 

P.  89  (begin  with  line  6),  40  (five  lines). 

P.  40  (begin  with  line  6),  42. 


I.  WORD   GROUPS 
began  to  quarrel 
stood  in  front 
no  time  to  listen 
across  the  path 
and  spread  them 
toward  the  pond 
squeaky  noises 
a  fine  idea 
balsam  fir 


2.  SIGHT  WORDS 


Arthur 

Raymond 

Howard 

youngest 

son 

bullfrog 

watched 


poured 

meshes 

buy  . 

bought 

cause 

moss 

lining 

prize 


Key  Words: 
each 
bag 

cheerful 
fir 
skill 
squirrel 


3.  PHONETICS 

Test  Words: 
leading 
Shetland 


pony 
wished 
happily 
claimed 


knew 

foolish 

hemp 

woven 

loosely 

between 

233 


rushed 

chattered 

merrily 

wax 

chatterbox 

hurry 


frisked 

croaked 

hoarse 

muddy 

leaked 

empty 


Families 

Initial  Phonograms 

Ending 

each  — 

each 

{Blend) 

cheerful 

-    Jul 

bag  — ( 

W 

skill  - 

—  sk 

cheer  — 

-  eer 

squirrel  —  squ 

(  =  skw) 

fir  —  ir 

Blendin 

(1 

each 

bag 

brag 

cheer 

.skill 

squirrel 

cheerful 

beach 

gag 

flag 

deer 

skate 

squaw 

fearful 

peach 

hag 

slag 

beer 

skew 

squall 

willful 

reach 

lag 

stag 

peer 

skip 

squill 

playful 

teach 

rag 

snag 

jeer 

skin 

squib 

hopeful 

preach 

tag 

drag 

queer 

skim 

squint 

thankful 

bleach 

wag 

crag 

steer 
sneer 

fir 

sir 

stir 

squeeze 
squeak 

shameful 

Old  Friends :  Three,  lived,  oldest,  second,  while,  flying,  com- 
ing, road,  wanted,  asked,  brothers,  birthday,  nothing,  would, 
about,  belongs,  filled,  water,  pleased,  hoped,  first,  reached,  hole, 
carry,  shook,  head,  holding,  again,  mouse,  friendly,  hear,  gathered, 
leaves,  chance,  honeybee,  turned,  around.  Thank,  kind,  think, 
indeed,  surprised. 

Phonetic  Review.     Blending. 


Blackboard 


feet 

end 

club 

ticirl 

giant 

tirirl 

meet 

bend 

stub 

girl 

Giro 

twig 

beet 

lend 

cub 

swirl 

gill 

twin 

sheet 

mend 

dub 

whirl 

gist 

twit 

fleet 

rend 

hub 

sight 

gem 

twice 

greet 

send 

rub 

tight 

gentle 

twain 

sweet 

tend 

tub 

slight 

twang 

street 

vend 

drub 

twine 

234 


SUMMARY.     STEPS  16  to  20 
Basic  Story.     Si'uv  Mouse  and  Mr.  Frog. 

Poem.     Frog.s  jit  School. 
Thought-groups.     1.    I*.  44. 

2.  r.  45,  4()  (two  liiu's). 

3.  P.  40  (begin  with  line  3), 

4.  P.  48,  49  (fonr  lines). 

5.  P.  49  (begin  witli  line  5),  50. 


I.   WORD  GROUPS 

2.  SIGHT  WORDS 

could  dance 

Spry  Mou.se 

a  dainty  dish 

Mr.  Bullfrog 

with  a  piece 

Mr.  Hawk 

through  the  w 

'ater 

among 

fur  coat 

bruised 

only  laughed 

pulled  dt)wnward 

luncheon 

pulled  upward      scarcely 

hobble 

3.   PHONETICS 

Key  Words: 

Test  Word.' 

s '. 

wish         center 

invited 

served 

enjoyed 

more 

j)ond        si)lash 

visit 

flies 

lily' 

neck 

need 

banjo 

nibbled 

tow 

able 

care 

music 

roots 

tie 

fur 

Families 
wish  —  ish 

pond  —  ond  care  —  are 

need  —  eed  fur  —  ur 


Initial  Phonograms 

(Blend) 
center  —  c  ( =  s)    splash  —  spl 


235 


Blending 


wish 

need 

breed 

care 

flare 

splash 

cente 

dish 

deed 

bleed 

bare 

stare 

splutter 

cell 

fish 

feed 

creed 

dare 

spare 

split 

cent 

swish 

heed 

greed 

fare 

scare 

spleen 

city 

reed 

steed 

hare 

snare 

splint 

pond 

seed 

speed 

mare 

glare 

splice 

bond 

weed 

tweed 

pare 

fond 
blond 

rare 
ware 

fur 
slur 

frond 

blare 
share 

spur 

Old  Friends :  Mouse,  field,  lived,  near,  pond,  invited,  Please, 
your,  play,  next,  dance,  could,  thanked,  very,  much.  While,  eating, 
home,  would,  along,  great,  swim,  foot,  mine,  strong,  grass,  sail, 
after,  boat,  ready,  cried,  frightened,  naughty,  flew,  catch,  dinner, 
thought,  caught,  tumbled,  ground,  again. 

Phonetic  Review.     Blending. 

Blackhoard 


neiv 

nest 

play 

bring 

boat 

near 

few 

best 

say 

sing 

coat 

dear 

hew 

rest 

gay 

ring 

goat 

hear 

mew 

west 

day 

wing 

moat 

fear 

pew 

jest 

clay 

cling 

bloat 

rear 

stew 

lest 

gray 

sling 

float 

tear 

crest 

pray 

string 

year 

chest 

dray 

thing 

oak 

smear 

slay 

sv/ing 

cloak 
croak 

clear 
spear 

236 


SUMMARY.     STEPS  21  to  25 
Basic  Story.     Unhappy  Grass  Stalk. 

Poem.    Song  of  the  Grass. 
Thought-groups.     1.    P.  52,  53  (six  lines). 

2.  P.  o.'5  (begin  with  line  7),  55  (five  lines). 

3.  P.  55  (begin  with  line  6),  56  (four  lines). 

4.  P.  56  (begin  with  line  5). 


I.  WORD  GROUPS 

nearly  uprooted 
a  grass  stalk 
something  else 
cluster  of  herbs 
sharp-pointed  picks 
antlers  of  reindeer 
nodded  and  swayed 
cool  breeze 
ever  afterwards 


2.  SIGHT  WORDS 


an  Indian  woman 
The  Indian  women 


baskets 

whole 

circled 


3.   PHONETICS 

Key  Word^ 

Test  Words: 

owl 

ever 

narrow 

plant 

vines 

brown 

grasses 

slender 

bringing 

flying 

felt 

clever 

just 

growing 

weave 

creeping 

contented 

mats 

Families 

Ending 

owl  —  owl 

felt- 

-elt 

grasses  — 

■  es  (=  ez) 

brown  —  own       ever 

—  ever 

237 


Blending 

owl 

brown 

felt 

ever 

grasses 

fowl 

down 

belt 

clever 

matches 

howl 

gown 

melt 

never 

dishes 

cowl 

town 

pelt 

sever 

brushes 

growl 

crown 

knelt 

sashes 

prowl 

clown 

welt 

foxes 

scowl 

frown 

Old  Friends :  Near,  bank,  river,  grow,  which,  Indian,  hold, 
wished,  saw,  once,  became,  again,  began.  Where,  liide,  moment, 
roots,  dark,  ground,  nibble,  become,  Suddenly,  flew,  above,  brown, 
catch,  quickly,  sight,  among,  wished. 

Phonetic  Review.     Blending. 

Blackboard 


loir 

latch 

airoke 

knock 

shady 

bow 

batch 

coke 

knack 

shaky 

mow 

match 

joke 

knee 

handy 

row 

patch 

poke 

kneel 

sandy 

sow 

snatch 

woke 

knell 

woody 

tow 

hatch 

broke 

knew 

lumpy 

show 

choke 

knife 

stringy 

blow 

eating 

smoke 

knight 

mighty 

crow 

beating 

stroke 

knit 

foxy 

glow 

showing 

yoke 

knob 

slow 

growing 

knot 

stow 

snowing 

know 

snow 

matching 

flow 

patching 

throw 

snatching 

grow 

hatching 

238 


SUMMARY.     STEPS  26  to  30 
Basic  Story.     Mayor  Rat's  Niece. 

Poem.     Tlie  Moon. 
Thought-groups.     1.    I*.  .>8,  50. 

2.  r.  ()()  (leii  lines). 

3.  P.  GO  (begin  with  line  11),  62  (six  lines). 

4.  P.  62  (begin  with  line  7),  63  (three  lines). 

5.  P.  63  (begin  with  line  4),  64  (nine  lines). 

6.  P.  64  (begin  with  line  10),  6.5  (fourteen  lines). 

7.  P.  65  (begin  with  line  15),  Mi. 


I.  WORD   GROUPS 

2.  SIGHT   WORDS 

Mayor  of  Ratvi 

lie 

White  Rat 

grains  of  wheat 

Mr.  dray  Fur 

greatest  person 

Mayor  Rat 

whole,  wide  world 

North  Wind 

he  will  marry 

uncle 

mansion 

were  married 

niece 

cottage 

lived  happily 

3.  PHONETICS 

Key  Words: 

Test  Words: 

like           gnaw 

pleasing 

mistaken 

hear 

leave        matter 

dainties 

floating 

although 

cried 

wife 

indeed 

unable 

whole 

traveled 

Families  Initial  Phonogram 

like  —  ike         cried  —  ied  (Silent  Letter)  Ending 

leave  —  eave     whole  —  ole  gnaw  —  gn  matter  —  ter 

239 


Blending 


like 

leave 

cried 

whole 

gnaw 

matter 

pike 

heave 

died 

hole 

gnu 

batter 

dike 

weave 

lied 

mole 

gnome 

clatter 

spike 

cleave 

tied 

pole 

gnat 

totter 

dried 

sole 

gnarl 

stutter 

fried 

stole 

gnash 

sister 

spied 

starter 

tried 

canter 

Old  Friends:  loved,  beauty,  pretty,  wished.  Every,  would, 
which,  angry,  beautiful,  high.  Perhaps,  climbed,  surely,  laughed, 
great,  cloud,  along,  strong,  around,  walked,  garden,  happy. 

Phonetic  Review.     Blending. 

Review,  Vmvels  —  Rule  1.  In  many  words  that  have  only  two 
vowels,  the  first  vowel  is  long,  and  the  second  vowel  is  silent. 

Blackboard 


grain 

hear 

float 

vnde 

wife 

gave 

brain 

dear 

coat 

hide 

life 

cave 

plain 

fear 

boat 

ride 

fife 

pave 

slain 

near 

goat 

side 

rife 

rave 

stain 

rear 

moat 

tide 

strife 

save 

Spain 

shear 

gloat 

bide 

shave 

chain 

throat 

bride 

while 

wave 

drain 

asleep 

toad 

pride 

file 

brave 

train 

deep 

load 

slide 

mile 

crave 

swain 

keej) 

road 

race 

pile 

trade 

gain 

peej) 

leap 

face 

smile 

fade 

main 

sheep 

heap 

lace 

tile 

made 

pain 

weep 

mace 

shade 

240 


SUMMARY.     STEPS  31  to  35 

Basic  Story.     Lilly  Etta  and  Wee  Bruin. 
Poem.     Who  Has  Seen  the  Wind. 
Thought-groups.     1.    P.  (58,  Gl)  (five  lines). 

2.  P.  69  (begin  with  line  6). 

3.  P.  71. 

4.  P.  72  (nine  lines). 

5.  P.  72  (begin  with  line  10),  73,  75  (eight  lines). 

6.  P.  75  (begin  with  line  !)),  70. 

7.  P.  77. 

8.  P.  78,  79  (three  lines). 

9.  P.  79  (begin  with  line  4),  80  (ten  lines). 
10.    P.  80  (begin  with  line  11). 


I.  WORD   GROUPS 

2. 

SIGHT   WORDS 

among 

the  trees 

Lilly  Etta         umbrella 

ivory  handle 

Aunt  Laura      wonderful 

soda-water  fountain 

Wee  Bruin        trouble 

sweet-chocolate 

Mr.  Eagle         break 

3 

,.  PHONETICS 

ey  Words 

:    Test  Words  : 

stream 

store 

sobbing 

different          gratitude 

flowu 

cheerfully 

replied 

grateful           happiest 

feast 

swoop 

spyglasses 

kindness          mount 

lost 

handle 

carved 

wondered        gayly 

scramble 

topmost 

exclaimed 

thirsty             dreaming 

Families 

Initial  Phonogram 

stream 

—  earn 

feast  —  east 

(Blend) 

flown  — 

-  ouni  ( =  on) 

lost  —  ost  ( = 

ost)         scramble  —  scr 

ST. 

HB.    MANUAL —  IG 

241 

Blending 


stream 

floum 

fca.st 

lost 

scramble 

beam 

sown 

beast 

cost 

scrap 

ream 

mown 

yeast 

frost 

scream 

seam 

shown 

least 

scrim 

team 

blown 

scratch 

cream 

grown 

screen 

dream 

known 

scrip 

gleam 

thrown 

scruflF 

steam 

Old  Friends :  called,  pretty,  coat,  green,  very,  to-day,  ready,  said, 
away,  held,  high,  hard,  because,  strong,  blowing.  Suddenly,  reached, 
know,  crying,  through,  surpi-ise,  buy,  caught,  anywhere,  among, 
looked,  forest,  Before,  blink,  climbed,  drink,  streams,  thought,  eyes, 
lovely,  yellow,  moment,  return,  toward,  reached,  rode. 

Phonetic  Review.     Blending. 

Blackboard 


each 

bag 

cheer 

skill 

squirrel 

cheerful 

beach 

gag 

deer 

skate 

squaw 

fearful 

peach 

hag 

beer 

skew 

squall 

willful 

reach 

lag 

peer 

skip 

squill 

playful 

teach 

rag 

jeer 

skin 

squib 

hopeful 

preach 

tag 

queer 

squid 

thankful 

bleach 

wag 

steer 

fir 

squint 

shameful 

brag 

sneer 

stir 

squeeze 

flag 

whir 

squeak 

stag 

snag 

rush 

slush 

thrush 

v.-! 

242 


SUMMARY.     STEPS  36  to  40 
Basic  Story.     Hindu  Sykes  and  the  Quails. 

Thought-groups.     1.    P.  81,  82  (five  lines). 

2.  P.  82  (l)eKin  with  line  6),  83. 

3.  P.  84,  8()  (one  line). 

4.  P.  86  (begin  with  line  2). 

5.  P.  87. 


I.  WORD 

GROUPS 

2.  SIGHT  WORDS 

clever  fowler 

Hindu  Sykes 

learned 

work  toj 

gether 

Bob  White 

feather 

through  the  meshes 

quails 

injured 

thorn  bush 

company 

enemy 

became  excited 

obeying 

many 

meant  no  harm 

3- 

PHONETICS 

ey  Words: 

Test  Words: 

talked 

chose 

large 

escape 

w^aited 

threw 

wisest 

market 

succeed 

stepped 

head 

leader 

planned 

evening 

scolding 

edge 

supported 

flock 

several 

intend 

excuse 

himself 

instantly 

themselves 

Families 
talk  —  alk  head  —  ead 

threw  —  ew  ( =  oo)     edge  —  edge 

243 


Beginning 


excuse 


ex 


Blending 

talk 

threw 

head 

edge 

excuse 

balk 

grew 

lead 

ledge 

explain 

walk 

brew 

read 

hedge 

exclaim 

stalk 

crew 

dead 

wedge 

exhale 

chalk 

drew 

dread 

pledge 

expand 

screw 

bread 

sledge 

expend 

strew 

tread 

flew 

stead 

blew 

thread 

Old  Friends :  near,  forest,  among,  house,  wife,  catching,  listened, 
would,  large,  caught,  morning,  sold,  whole,  about,  become,  poor, 
thought,  ready,  sharp,  meadow,  lifted,  snare,  mind,  quarrel.  Please, 
replied.  Indeed,  second,  foolish,  started,  chance,  carried. 

Phonetic  Review.     Blending. 

Blackboard 


urish 

need 

care 

center 

dish 

deed 

bare 

cell 

fish 

feed 

dare 

cent 

swish 

heed 

fare 

city 

reed 

hare 

pond 

seed 

mare 

fur 

bond 

weed 

pare 

slur 

fond 

breed 

rare 

spur 

blond 

bleed 

ware 

frond 

creed 

scare 

splash 

greed 

share 

splutter 

steed 

blare 

split 

speed 

stare 

spleen 

tweed 

spare 

splint 
splice 

244 


SUMMARY.     STEPS   H   to  45 
Basic  Story,     ("kdah  Tree's  Reward. 

Poem.     The  Fairy  Artist. 

Thought-groups.     1.    P.  J)0,  91  (two  line.s). 

2.  1'.  J)l  (begin  with  hne  3),  92  (three  line.s). 

3.  P.  9'"2  (begin  with  line  4),  93  (seven  lines). 

4.  P.  93  (begin  with  line  8),  94  (eleven  lines). 

5.  P.  94  (begin  with  line  12),  95  (seven  lines). 

6.  P.  95  (begin  with  line  8),  97  (sixteen  lines). 

7.  P.  97  (begin  with  Hne  17),  98,  99  (three  lines). 

8.  P.  99  (begin  with  line  4),  100. 


I.    WORD  GROUPS 

against  a  branch 

once  more 

to  the  wild  music 

plaintive  call 

wide-spreading 

gayly-dressed 


Key  Words: 
last 

dressed 
wear 
l)rought 
shrill 
breathless 


Autumn 
Spring 
South 
Maple  Tree 
Elm  Tree 


SIGHT  WORDS 

Cedar  Tree 

heart 

word 

mention 

dragged 


Chestnut  Tree 


3.     PHONETICS 


Test  Words: 
harvest 
intended 
shivered 
prepared 
haste 
perhaps 


protect 

blustering 

brightest 

fluttered 

thickly 


Families 


last  —  ast 
dress  —  ess 


Initial  Phonogram 
(Blend) 
wear  —  ear  shrill  —  shr 

brought — ought 

245 


covered  whirled 

shelter  panting 

cozy  piped 

storms  kept 

berries  throughout 

Ending 
breathless  —  less 


Blending 


last 

dress 

wear 

brought 

shrill 

breathless 

fast 

less 

bear 

bought 

shrew 

endless 

past 

mess 

pear 

fought 

shred 

cheerless 

east 

bless 

tear 

sought 

shrift 

needless 

vast 

press 

swear 

thought 

shrimp 

careless 

mast 

cress 

shrink 

lifeless 

blast 

shrub 
shrug 

sleepless 
thankless 

Old  Friends :  after,  visit,  knew,  warm,  leave,  friend,  ready, 
broken,  hopped,  among,  returns,  dreaming,  dance,  beautiful,  pretty, 
yellow,  replied,  speak,  anything,  warmest,  j^erched,  merrily,  roared, 
started,  harder,  obeyed,  happy. 

Phonetic  Review.     Blending. 

Blackboard 


Old 

brown 

felt 

ever 

gras.se.s 

fowl 

down 

belt 

clever 

matches 

howl 

gown 

melt 

never 

dishes 

cowl 

town 

pelt 

sever 

brushes 

growl 

crown 

knelt 

sashes 

prowl 

clown 

whole 

foxes 

scowl 

frown 

hole 

drown 

cried 

mole 

matter 

like 

died 

pole 

patter 

pike 

leave 

lied 

batter 

dike 

heave 

tied 

gnaw 

hatter 

spike 

weave 

dried 

gnu 

tatter 

cleave 

fried 

gnat 
gnarl 

chatter 

246 


SUMMARY.     STEPS   46  to  50 


Basic  Story.     Prince  Roland 
Poem.     The  Babes  in  the  Wood. 
Thought-groups. 

1.  P.  10.'},  10-i  (nine  lines). 

2.  P.  104  (begin  with  line  10), 

105  (seven  lines). 

3.  P.  105  (begin  with  line  8),  106. 


6.  1 

7.  1 


8. 


110  (sixteen  lines). 
110  (begin  with  line  17), 
111  (sixteen  lines). 
P.  Ill  (begin  with  line  18), 


4.  P.  107,  108  (six  hnes). 


118,   114. 


5.  P.108(beginwithHne7),10{).      0.  P.  115. 


I.   WORD   GROIJI'S 

are  worthy 
most  successful 
bade  farewell 
on  their  journey 
sped  merrily  along 
important  errand 
presented  his  gift 
loveliest  bride 
horse-chestnut 
won  my  throne 


2.    SKIHT   WORDS 

King  Louis 
Prince  Roland 
Princess  Angora 
Prince  Charming 
welcome 
court 

attendants 
monkey 
pleasures 


palace 

kingdom 

search 

passed 

choose 

distance 

alas 

nowhere 

knelt 


3.   PHONETICS 


Kev  Words:  Test  Words: 


morn 

love 

turn 

join 

spread 

return 


decide 

strange 

shining 

admitted 

perform 

older 

platform 


number 

pitter-pat 

sounded 

story 

awakened 

queer 

wooden 

247 


forgotten 

secured 

smallest 

arrived 

admired 

cracked 

tiniest 


later 

season 

merrymaking 

perform 

commanded 

promised 

fairies 


Families 

Initial   Phonogram 

morn 

—  orn 

(Blend) 

Beginning 

love  - 

—  ove 

spread  —  spr 

return  —  re 

turn 

—  urn 

join  - 

—  oin 

Blending 

morn 

love 

turn           join 

spread 

return 

born 

dove 

burn           coin 

sprang 

repair 

corn 

glove 

spurn           loin 

spring 

retrace 

horn 

shove 

sprig 

reload 

scorn 

sprout 

refine 

thorn 

relate 
refuse 

Old  Friends:  queen,  longer,  sons,  succeed,  exclaimed,  youngest, 
traveled,  forest,  surprise,  castle,  instant,  crossed,  entered,  music, 
dreaming,  beautiful,  dainty,  listened,  bugle,  ready,  party,  followed, 
squirrels,  brought,  enjoyed,  reach,  replied,  nothing,  became,  Per- 
haps, mistaken,  sword,  obeyed,  changed,  angry. 

Phonetic  Review.     Blending. 

Blackboard 


stream 

flown 

feast 

cool 

scramble 

beam 

sown 

beast 

fool 

scrap 

ream 

mown 

least 

pool 

screw 

team 

shown 

yeast 

tool 

scrim 

cream 

blown 

stool 

scratch 

dream 

grown 

lost 

spool 

screen 

gleam 

known 

cost 

scrip 

scream 

frost 

seam 

248 


SUMMARY.     STEPS   51  lo  5.5 
Basic  Story.     Punchinello. 

Poem.     Who  Stole  the  Bird's  Nest. 
Thought-groups.     1.  P.  124,  125  (five  lines). 

2.  P.  125   (hcffin  with  line  6),  120  (eleven  lines). 

3.  P.  126  (begin  with  line  12),  127. 

4.  P.  128,  129  (five  lines). 

5.  P.  129  (begin  with  line  0),  180,  l.'Jl  (nine  lines). 

6.  P.  131  (begin  with  line  10),  182,  138  (two  lines). 

7.  P.  133  (begin  with  line  3),  135.  8.  P.  136. 


I.   WORD 

GROUPS 

2.   SIGHT  WORDS 

full  of  mischief 

Punchinello 

wandered 

playing  pranks 

Old  King  Cole         country 

his  magic  power 

Court  Jester             thousand 

grew  heavier 

brownie 

dangled 

comb  her  hair 

fingers 

school 

Sure  enough 

lose 

lamb 

comical  little  fellow 

eyelids 

soul 

tinkling 

sound 

eyebrows 

3-   PHONETICS 

Key  Words: 

Test  Words: 

voice 

form           sulked 

perched 

gently        suit 

curl 

farmer        midst 

catches 

prize           since 

eight 

bleating     ouch 

tiptoed 

ordered      remained 

disappear 

ninny         screamed     lifted 

fiddlers 

color 

vanished    sleepy 

peoi)le 

Families 

Beginning 

Endings 

voice  —  oice 

disappear 

■  —  dis 

color  —  or  (=  er) 

curl —  url 

people  —  pie  ( =  p'l) 

eight  —  eight 

249 


Blending 

voice 

curl 

eight 

disappear 

color 

people 

choice 

hurl 

weight 

disband 

tailor 

pur[)le 

rejoice 

furl 

freight 

distrust 

sailor 

ample 

unfurl 

displease 

staple 

weigh 

distaste 

steeple 

sleigh 

maple 

neigh 

Old  Friends  :  always,  change,  wished,  wore,  coat.  Whenever, 
about,  fear,  caught,  belong,  heard,  carried,  every,  became,  reached, 
changed,  golden,  merry,  o'clock,  knot,  tired,  forest,  threads,  barn, 
gnawed,  tied,  soldiers,  search,  evening,  queer,  awakened.  Here- 
after, clothes,  slippers,  wherever,  escape. 

Phonetic  Review.     Blending. 

Blachhoard 


Endings 

ed,  (d),  (t)  ; 

iyig  ;  ly  ;  en  ( = 

'n)  ;  hie 

start 

started 

starting 

sadly 

hunt 

hunted 

hunting 

dearly 

smart 

smarted 

smarting 

keenly 

mind 

minded 

minding 

nearly 

nail 

nailed 

nailing 

golden 

toy 

toyed 

toying 

darken 

shell 

shelled 

shelling 

blacken 

spell 

spelled 

spelling 

frighten 

rush 

rushed 

rushing 

nimble 

jump 

jumped 

jumping 

tumble 

thank 

thanked 

thanking 

stumble 

leap 

leaped 

leaping 

grumble 

250 


SUMMARY.     STEPS   56  to  00 


Basic  Story.     A  Mother  Goose  Circus. 

Poems.     Tlic  Swing;  The  Months. 
Thought-groups. 

1.  P.  139. 

2.  P.  140. 

3.  P.  141,  142  (nine  lines). 

4.  P.  142  (begin  witli  line  10), 

143. 

5.  P.  144. 

6.  P.  146. 

7.  P.  147,  148  (eight  lines). 


8.  P.  148  (begin  with  line  9), 
149,   150  (five  lines). 

9.  P.  150  (begin  with  line  6), 
151,  15'-2  (two  lines). 

P.  152  (begin  with  line  3), 
153  (six  lines). 
11.   P.  153  (begin  with  line  7), 
154. 


10 


I.  WORD  GROUPS 

began  to  worry 
the  canvas  tents 
a  gilded  band  wagon 
a  beautiful  chariot 
Gallop-a-trot 
Hobbledy-hop 
Nixie,  dixie 
seated  themselves 
Hocus,  pocus 
swallowed  the  ladle 


2.   SIGHT  WORDS 


Circus 

Joe 

Allan 

Dutchmen 

Harlequin 

Columbine 

Cock-Horse 

Banbury  Cross 

Looby  Loo 

Crooked  Man 

Peter  Piper 


Professor  Know-it-all 

Dr.  Foster 

Gloucester 

hurrah 

entrance 

lemonade 

procession 

veils 

corporals 

wand 

touched 


springboard 

bought 

royal 

daughter 

cupboard 


Key  Words: 

drawai    perform 
hoop       appear 
bone       fiddle 
curtain 


3.   PHONETICS 
Test  Words: 
sign  bagpipes        hickory        swept 

billboard     snow-white  thirteen        cobwebs 
better  noble  newspaper  plaster 

forget  lords  lowered        placed 

peanuts       lively 

251 


Families 

Beginnings 

Endings 

drawn  —  awn 

perform 

—  per 

fiddle  - 

-  die 

hoop  —  oop 

appear  - 

—  ap 

curtain  - 

—  tain  ( =  tin) 

bone  —  one 

Blending 

drawn 

hoop 

bone 

perform 

appear 

fiddle 

dawn 

coop 

cone 

perhaps 

appeal 

twiddle 

fawn 

loop 

hone 

permit 

appall 

saddle 

yawn 

stoop 

tone 

perplex 

appease 

middle 

lawn 

swoop 

zone 

persist 

apprise 

pawn 

droop 

shone 

pervade 

approach 

curtain 

spawn 

sloop 

stone 

certain 

brawn 

drone 

captain 

mountain 

fountain 

Old  Friends:  exclaimed,  Perhaps,  remembered,  arrived,  field, 
selling,  blast,  ready,  piper,  eight,  followed,  ladies,  Woman,  spanked, 
curling,  pointed,  cheered,  turned,  waddle,  bubble,  clumsy,  stumbled, 
fisherman,  enough,  gallop,  toward,  clown,  smoked,  pretended, 
magic,  blackbirds,  basket,  cliildren,  sport,  carried,  remains,  merriest. 

Phonetic  Review.     Blending. 

Blackboard 


talk 

threw 

head 

edge 

excuse 

balk 

grew 

lead 

ledge 

exchange 

walk 

brew 

read 

hedge 

exclaim 

stalk 

crew 

dead 

wedge 

exhale 

chalk 

drew 

bread 

pledge 

screw 

thread 

sledge 

strew 

spread 
tread 

252 


SUMMARY.     STEPS   01  to  65 
Basic  Story.     Princess  Lily. 

Poem.     The  Months. 
Thought-groups.     1.    P.  1.57. 


2.  P.  158  (fourteen  lines). 

3.  P.  158  (begin  with  line  15), 

159  (seventeen  lines). 

4.  P.  159   (begin  with  line  18), 

160,  161  (twelve  lines). 

5.  P.  161  (begin  with  line  13), 

162  (three  lines). 

6.  P.   162  (begin  with   line  4), 

163  (six  lines). 


7.  P.  163  (begin  with  line  7), 

165  (five  lines). 

8.  P.  165    (begin  with   line  6, 

through  line   16). 

9.  P.  165  (begin  with  line  17), 

166,  167  (seven  lines). 
10.  P.  167  (begin  with  line  8), 
168,  169  (seven  lines). 


11.  P.  169  (begin  with  line  8). 


I.   WORD   GROUPS 

2.  sjGirr  WORDS 

great  wealth 

Princess  Lily 

Listen  carefully 

Hans 

magic  crumbs 

does 

The  swan  screamed 

grasped          ma! 

lice 

joined  a  circus 

village            toward 

An  organ  grinder 

carriage         comical 

curious  procession 

chariot 

3.  PHONETICS 

ey  Words:                 Test  Words: 

ask          angry              sighed 

willingly      funny 

amused 

arm         moment          messenger 

allow            clown 

splendid 

dwarf     beauty            quickly 

chain            riding 

captives 

yonder 

dyes             strange 

stroked 

swimming 

leading        towers 

253 

Families      I  u  it  in!  Plionofjnim        licyinniiKj 
ask  —  a,sk  {Blend)  angry  —  an{=  ang) 


arm 


—  arm       dwarf — dw 


Endings 
moment  —  ment 
beauty  —  lij 


jflask 


Blending 


ask 

arm 

dwarf 

angry 

moment 

beaidy 

bask 

farm 

dwell 

angle 

raiment 

empty 

cask 

harm 

dwindle 

angler 

parchment 

duty 

task 

charm 

anguish 

garment 

sixty 

mask 

alarm 

apartment 

plenty 

department       twenty 


Old  Friends :  lovely,  walked,  talked,  tiny,  queer,  life,  anyone, 
To-morrow,  snow-white,  follow,  Everyone,  exclaim,  wishes,  pull, 
feather,  touches,  wand,  palace,  disappeared,  morning,  beautiful, 
started,  toward,  building,  followed,  circus,  tents,  merry,  monkey, 
mayor,  wife,  front,  appeared,  golden,  greatly,  admired,  instant, 
grateful,  bride,  married. 

Phonetic  Review.     Blending. 

Blackboard 


last 

dress 

wear 

brought 

shrill 

breathless 

fast 

less 

bear 

bought 

shrew 

endless 

past 

mess 

pear 

fought 

shred 

cheerless 

cast 

bless 

tear 

sought 

shrift 

needless 

vast 

press 

swear 

thought 

shrimp 

careless 

mast 

shrink 

lifeless 

blast 

shrub 
shrug 

sleepless 

254 


SUMMARY.     STEPS   (iO   to   70 
Story.     A  Talk  of  Two  Books. 

Thought-groups.     1.  P.  170. 
'Z.   P.  17'-2  (eleven  lines). 

3.  P.  172  (begin  with  line  U),  173. 

4.  P.  174,  17.5  (eight  lines). 

5.  P.  175  (begin  with  line  9),  170  (thirteen  lines). 
0.  P.  176  (begin  with  line  14),  177. 


I.    WORD   (; ROUPS 

2.   SIGHT  WORDS 

shadowy  figure 

Careless  Carl 

Sandman 

crooning  voice 

Tidy  Tom 

Ea.st  Wind 

glanced  up  quickly 

Dreamland  Tow 

n 

lesson 

no  soiled  leaves 

Paper-Covered  Book 

aches 

stared  sleepily 

Linen-Covered  Book 

through 

Book  Hospital 

straight 

3.   PHONETICS 

Key  Words: 

Test  Words: 

page     wrinkle 

scowl            hardly 

straps 

seemed 

hurt      surprise 

study            slipped 

careful 

eraser 

soft       sorry 

presently     lullaby 

envy 

cleaned 

closed           sleepy 

tossed 

patched 

saying          drowsy 

yesterday    ugly 

torn 


certainly      studying 


Families 
page  —  age 
hurt  —  urt 
soft  — o//  (=  6ft) 


Initial  Phonogram 
(Silent  Letter) 
wrinkle  —  wr 

255 


Beginning 


Ending 


surprise  —  sur       sorry  —  ry 


Blending 

page 

hurt 

wrinkle 

surprise 

sorry 

cage 

curt 

wrangle 

surpass 

hurry 

rage 

spurt 

wring 

surmise 

scurry 

sage 

wrap 

surmount 

flurry 

wage 

soft 

wreath 

survey 

worry 

stage 

loft 
croft 

wreck 

wren 

wrench 

survive 

curry 

Old  Friends:  evening,  chair,  beside,  table,  because,  learn,  hard, 
besides,  words,  window,  quickly,  wondering,  nothing,  moment, 
softly.  Covered,  gayly,  replied,  soldier,  leaves,  corner,  wanted, 
growl,  surprised,  rained,  unhappy,  mother,  downward,  upstairs, 
hours,  returned,  again,  carefully,  feeling,  thought,  hajipy. 

Phonetic  Review.     Blending. 

Blackboard 


morn 

turn 

spread 

gnaw 

return 

born 

burn 

sprang 

gnu 

repair 

corn 

spiu-n 

spring 

gnome 

retrace 

horn 

sprig 

gnat 

reload 

scorn 

turned 

sprout 

gnarl 

refine 

thorn 

turning 
burning 

iurirl 

gnash 

relate 

love 

burner 

twig 

matter 

shady 

dove 

spurned 

twin 

patter 

shaky 

glove 

spurning 

twit 

shelter 

handy 

shove 

twice 

blister 

sandy 

join 

twain 

quitter 

woody 

coin 

twang 

canter 

lumpy 

loin 

twine 

splutter 

256 


SUMMARY.     STEPS   71  to  75 


Basic  Story.     Pouchy  Pelican. 


Poem.     Stop,  Stop,  Pretty  Water 

Thought-groups. 

1.  P.  17!),  180  (five  lines). 

2.  P.  180  (begin  with  line  G 

3.  P.  181  (begin  with  line  8 

4.  P.  18.'5  (begin  with  line  .'} 

5.  P.  185  (begin  with  line  .'5 

6.  P.  18G  (begin  with  line  5 

7.  P.  187  (begin  with  line  0 

8.  P.  188  (begin  with  line  G 

9.  P.  190  (begin  with  line  8 

10.  P.  191  (begin  with  line  7 

11.  P.  19,'5. 

12.  P.  194. 


181  (seven  lines). 
182,  183  (two  lines). 
185  (two  lines). 
18G  (four  lines). 

187  (five  lines). 

188  (five  lines). 
189,  190  (two  lines). 
191  (six  lines). 
192. 


I.  WORD  GROUPS 
demand  the  money 
great  malice 
pelican's  pouch 
poisonous  spider 
})ecked  him  savagely 
flapped  his  great  wings 
joyous  greeting 


2.   SIGHT  WORDS 
Pouchy  Pelican 
Mr.  Stork 
Mr.  Rope 
Mr.  Waterfall 
Mr.  Tarantula 
courtyard 
dungeon 
furnace 
waddled 
hastened 


ST.    HR.    MANUAL - 


17 


257 


Key  Words: 

3.    PHONETICS 
Test  Words: 

peck         demand 

fishpond             s 

spoken 

uncoiled 

stung       joyous 

riding                  coil 

jailor 

loud         number 

offered                twinkling 

trembled 

wound 

agreed                 gatekeeper 

wicked 

failed                   receive 

rout 

shouted              tank 

glee 

straightway       rescue 

crowd 

foes 

praises 

shocking 

Families 

Beginning 

Endings 

peck  —  eck 

demand  —  de 

joyous 

1  —  ous  ( =  Us) 

stung  —  ung 

number  —  ber 

loud  —  oud 

wound  —  ound 

Blending 

peck          stung 

loud              ivound 

demand 

number 

neck           rung 

cloud              bound 

desist 

slumber 

deck          hung 

proud               found 

decrease 

cumber 

fleck           lung 

shroud              hound 

deplore 

barber 

speck           sung 

mound 

detract 

lumber 

check       strung 

joyous         pound 

dethrone        remember 

dangerous          sound 

delay 

December 

curious          round 

define 

hazardous       ground 

Old  Friends:  worked,  owned,  palace.  Against,  numbered,  words, 
heard,  turned,  friend,  journey,  idea,  arrived,  alligator,  dead,  sighed, 
remembered,  afraid,  ordered,  filled,  rushed.  Soldiers,  screamed, 
windows,  bottom,  danger,  throne,  people,  happened,  surprise, 
awakened,  chosen. 

258 


SUMMAR\  .     STEPS   70  lo  80 
Story.     Meadow  Lark's  Concert. 

Poem.     A  Secret. 

Thought-groups.     1.   I*.  lOO,  107  (five  lines). 

2.  I'.  1!)7  (begin  with  line  6),  199  (two  lines). 

3.  P.  199  (begin  with  line  3). 

4.  P.  200. 

5.  P.  201  (ten  line.s). 

().  P.  201  (begin  with  line  11). 

7.  P.  202  (thirteen  lines). 

8.  P.  202  (begin  with  line  14),  203,  204  (five  lines). 

9.  P.  204  (begin  with  line  6). 


I.  WORD  GROUPS 

interesting  notice 
gave  the  signal 
shrill  ])itch  pipe 
croaked  a  bass  solo 
played  a  tattoo 
chanted  a  melody 
tones  of  a  fife 
that  he  whistled 
rich,  ringing  notes 
flutelike  notes 
choir  of  sweet  songsters 
sang  in  chorus 
merry  throng  dispersed 


2.   SIGHT  WORDS 


Meadow  Lark 
Prince  Spring 
IVIr.  Woodpecker 
Queen  of  the  Fairies 
Chipping  Sparrow 
Warblers 
Bumblebees 
Mr.  Bullfrog 
Song  Sparrow 
Red-eyed  Vireo 
Jolly  Bobolink 
Noisy  Blue  Jay 
Oriole 
Nuthatch 
Swallows 
Scarlet  Tanager 
Goldfinch 

259 


Veery 

Wood  Thrush 

Yellow  Warbler 

Little  Wren 

Robin 

Bluebird 

South  Wind 

Flower  Elves 

Lily-bells 

Snowdrop 

Violet 

Crocus 

Princess  Summer 

hours 

honor 

carol 

rustled 

promised 


3.   PHONETICS 

Key  Words: 

Test  Words: 

soar 

yellow 

decided 

alighted 

matin 

gowns 

pitch 

scarlet 

trunk 

rollicking      flitting 

tune 

prepare      melody 

j>osted 

mimic 

burst 

chimes 

concert 

greeted 

tenor 

chirped 

tripped 

humming 

twittering     dales 

finally 

frail 

birch 

quiet 

echoed 

fluttering 

warbled 

silken 

died 

soaring 

Families 

Beginningi 

? 

Endings 

soar  —  1 

oar 

prepare  —  pre 

yellow  —  loiv 

(=lo) 

pitch  — 

itch 

concert  —  co7i 

scarlet  —  let 

melody  —  dy 

Blending 

soar 

pitch 

prepare 

concert 

yellow 

scarlet 

roar 

ditch 

preclude 

concept 

fellow 

varlet 

boar 

stitch 

prevent 

convict 

bellow 

violet 

oar 

witch 

precede 

conic 

mellow 

amulet 

switch 

precise 

tallow 

prevail 

willow 

melody 

predict 

pillow 

candy 

prefer 

hollow 

follow 

shallow 

dandy 
lady 

Old  Friends:  song,  following,  To-morrow,  o'clock,  welcome, 
people,  ready,  chariot,  butterflies,  carried,  charming,  shrill,  croaked, 
twittered,  branch,  maple,  perched,  hummed,  softly,  sweeter,  sud- 
denly, joyous,  greeting,  wonderful,  everywhere.  Presently,  dainty, 
woven,  spiders,  waterfall,  delighted. 

260 


H 

W 

« 

12; 

o 

t^ 

a 

q 

Ph 

O 

0  a>  ?  .^ 


OJ 


O    cS    O 


.2  o 


S  II 

CO     t» 


fcfl 


a 
^ 


9   ci   -^   ki   ^-^ 


0)    V    ■-- 


3* 


g^l=J 


o 


»o 


03 

pq 


-a 


I 

CO 


a;  ^    O  ^3    cfl    (w    o 


1=1 

o 

Of 

^; 


c3 


S    bC 


© 


;o 


261 


4J    S-    «-i 

OJ   ce   3 


O    O    ii    0) 


-14 


;2  aj.s  o 


oS    t^    o3    cw 
O)    O    OJ    O 


£| 


H 
O 

w 

I— I 

o 
o 

;^ 

o 


3 


c3    F" 

1/3  CX3  s^  ^ 


OJ   o 


o 


1=1 


P5 

o 


«5 
I 


© 


262 


10 

CO 


CO 


cs  <u  a>  0) 


w    M    oj    P 
eS    OJ    Oi    O 


C    S    E^    CI 
O    O    3    O 


*0    3'S 


^ 


0)  ^^ 


;=*   £   Si 


0;    3 

be  o 


+j  +j  ,rq  OJ  a; 


^  c/-.  2  -<  rs  !* 
■t^   OJ    g    O    t-i   0 


^    0)    E^ 

o  >  i; 
fl  o  3 


c   f^   ^ 
O    C  D 


>     O     11 


03 


P5 


c3    oi 
^3    ^ 


K 


-73 


O 

■<^ 

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CO 


«5 


263 


© 


I 


H 
W 

o 

u 

o 
o 

o 
:^ 
o 

w 


o  a. 


0)  c 


^   O   C 
rt    O    O 


-«  a 

o3   o3 


03  s  o 


S  s 
^05 


^ 
TS 


•r. 

0; 

rawn 

oop 

one 

erform 

ppear 

ddle 

-4-> 

en 

1? 

angry 

moment 

beauty 

a;  4J 
be  t- 

n 

o 

-0 

w 

Dh 

-d  J3^ 

a  c3<« 

o 

rt 

cs-Td 

aj3 

w 

tn    !> 

o 

o 
O 


a; 

j3 


o 

CO 

I 
CO 


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It 


PQ 


pLH 


CO 

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I- 


264 


3    0^ 


^-Si-T3 


0) 
T3 


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0    =    33 
<y    3    O    O 


si 


I.    W3        3 
-^    3  "O    3 


oi^ 


3   p    3 


t-  Tl    =-  ^ 


O  -7-    O 


O  -3 


ij    3 
*      C 


G,  a  5 


3 
-3 

a 

3 
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03 

Si 


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00 

I 

to 


265 


PHONETIC   KEY  — Second   Year 


Stories 

Key  Words 

Initial  Phonograms 

Giant  Giro 

giant 

9i=i) 

Spry  Mouse  and  Mr.  Frog 

center 

c(=s) 

The  Three  Bears 

knock 

kn  (Silent  Letter) 

Mayor  Rat's  Niece 

gnaw 

gn  (Silent  Letter) 

A  Tale  of  Two  Books 

wrinkle 

wr  (Silent  Letter) 
(Blend) 

Giant  Giro 

twirl 

tw 

How  the  Pony  Was  Won 

r  skill 

I  squirrel 

sk 

squ  (=  skw) 

Spry  Mouse  and  Mr.  Frog 

splash 

spl 

Lilly  Etta  and  Wee  Bruin 

scramble 

scr 

Cedar  Tree's  Reward 

shrill 

shr 

Prince  Roland 

spread 

spr 

Princess  Lily 

dwarf 

dw 
Families 

Giant  Giro 

feet 

eel 

end 

end 

club 

ub 

twirl 

irl 

The  Three  Bears 

low 

ow  (=6) 

latch 

atch 

awoke 

oke 

How  the  Pony  Was  Won 

each 

each 

bag 

ag 

cheer 

eer 

fir 

ir  =  er 

her 

er 

Spry  Mouse  and  Mr.  Frog 

wish 

ish 

pond 

and 

need 

eed 

care 

are 

fur 

ur 

266 


Unhappy  Grass  Stalk 

Mayor  Rat's  Niece 

Lilly  Etta  and  Wee  Bruin 

Hindu  Sykes  and  the  Quails 

Cedar  Tree's  Reward 

Prince  Roland 

Punchinello 

A  Mother  Goose  Circus 

Princess  Lily 

A  Tale  of  Two  Books 


owl 

owl 

brown 

own 

felt 

elt 

ever 

ever 

like 

ike 

leave 

eave 

cried 

led 

whole 

ole 

stream 

earn 

flown 

own  (=  on) 

feast 

east 

lost 

est  (=  ost) 

talk 

alk 

threw 

ew  {=  oo) 

head 

ead 

edge 

edge 

last 

ast 

dress 

ess 

wear 

ear 

brought 

ought 

morn 

orn 

love 

ove 

turn 

urn 

join 

oin 

voice 

oice 

curl 

url 

eight 

eight 

drawn 

axon 

hoop 

oop 

bone 

one 

ask 

ask 

arm 

arm 

page 

age 

hurt 

urt 

soft 

oft  (=  6ft) 

267 


Pouchy  Pelican 

peck 

eck 

stung 

ung 

loud 

oud 

wound 

ound 

Meadow  Lark's  Concert 

soar 

oar 

pitch 

itch 
Beginnings 

Hindu  Sykes  and  the  Quails 

excuse 

ex 

Prince  Roland 

return 

re 

Punchinello 

disappear 

dis 

A  Mother  Goose  Circus 

perform 

per 

.  appear 

aj) 

Princess  Lily 

angry 

an  ( =  ang) 

A  Tale  of  Two  Books 

surprise 

sur 

Pouchy  Pelican 

demand 

de 

Meadow  Lark's  Concert 

prepare 
concert 

pre 

con 

Endings 

The  Three  Bears 

shady 

?/(=!) 

How  the  Pony  Was  Won 

cheerful 

fid 

Unhappy  Grass  Stalk 

grasses 

es(=  ez) 

Mayor  Rat's  Niece 

matter 

ter 

Cedar  Tree's  Reward 

breathless 

less 

Punchinello 

color 

or  =  (er) 

people 

plei=p\) 

A  Mother  Goose  Circus 

fiddle 

die 

curtain 

tain  (=  tin) 

Princess  Lily 

moment 

ment 

beauty 

ty 

A  Tale  of  Two  Books 

sorry 

ry 

Pouchy  Pelican 

joyous 

ous  (=  us) 

number 

her 

Meadow  Lark's  Concert 

yellow 

low  {=  l6) 

scarlet     melody 

let     dy 

268 


WORD   GROUPS  -Second  Year 


Steps  1  to  5 

family  of  goats 
go  over 
tiny  dwarf 
Giant  Giro  roared 
great,  gruff  voice 
tried  to  remember 
could  not  move 

Steps  6  to  10 

in  the  midst 
great,  huge  bear 
bowls  of  porridge 
fast  asleep 
middle-sized  voice 

Steps  11  to  15 

began  to  quarrel 
stood  in  front 
no  time  to  listen 
across  the  path 
and  spread  them 
toward  the  pond 
squeaky  noise 
a  fine  idea 
balsam  fir 


Steps  16  to  20 
could  dance 
a  dainty  dish 
with  a  piece 
through  the  water 
fur  coat 
only  laughed 
pulled  upward 
pulled  downward 
scarcely  hobble 

Steps  21  to  25 
nearly  uprooted 
a  grass  stalk 
something  else 
cluster  of  herbs 
sharp-pointed  picks 
antlers  of  reindeer 
nodded. and  swayed 
cool  breeze 
ever  afterwards 
an  Indian  woman 
The  Indian  women 

Steps  26  to  30 
Mayor  of  Ratville 
grains  of  wheat 
greatest  person 


269 


whole,  wide  world 
he  will  marry 
were  married 
lived  happily 

Steps  31  to  35 
among  the  trees 
ivory  handle 
soda-water  fountain 
sweet-chocolate 

Steps  36  to  40 
clever  fowler 
work  together 
through  the  meshes 
thorn  bush 
became  excited 
meant  no  harm 

Steps  41  to  45 
against  a  branch 
once  more 
to  the  wild  music 
plaintive  call 
wide-spreading 
gayly-dressed 

Steps  46  to  50 
are  worthy 
most  successful 
bade  farewell 
on  their  journey 


sped  merrily  along 
important  errand 
presented  his  gift 
loveliest  bride 
horse-chestnut 
won  my  throne 

Steps  51  to  55 
full  of  mischief 
playing  pranks 
his  magic  power 
grew  heavier 
comb  her  hair 
Sure  enough 
comical  little  fellow 
tinkling  sound 

Steps  56  to  60 
began  to  worry 
the  canvas  tents 
a  gilded  band  wagon 
a  beautiful  chariot 
Gallop-a-trot 
Hobbledy-hop 
Nixie,  dixie 
seated  themselves 
Hocus,  pocus 
swallowed  the  ladle 

Steps  61  to  65 

great  wealth 
Listen  carefully 


270 


inagic  crumbs 
'^riic  swan  screained 
joined  a  circus 
An  organ  grinder 
curious  procession 

Steps  66  to  70 

shadowy  figure 
crooning  voice 
glanced  up  rapidly 
no  soiled  leaves 
stared  sleepily 

Steps  71  to  75 

demand  the  money 
great  malice 
pelican's  pouch 
poisonous  spider 


pecked  him  savagely 
flapped  his  great  wings 
joyous  greeting 

Steps  76  to  80 
interesting  notice 
gave  the  signal 
shrill  pitch  pipe 
croaked  a  bass  solo 
played  a  tattoo 
chanted  a  melody 
tones  of  a  fife 
that  he  whistled 
rich,  ringing  notes 
flutelike  notes 
choir  of  sweet  songsters 
sang  in  chorus 
merry  throng  dispersed 


SIGHT   WORDS  — Second  Year 


Steps  1  to  5 

Billy  Goat 

Nanny  Goat 

Giant  Giro 

Bumpety-bump 

Thumpety-thump 

Thudety-thud 

You've 

crossed 

bridge 

turned 


horns 

Goldilocks 

taught 

exactly 

backward 

returned 

pushed 

Ugh 

danger 

neither 

huge 

Steps  11  to  15 

Steps  6  to  10 

Arthur 

Father  Bear 

Raymond 

Mother  Bear 

Howard 

Baby  Bear 

youngest 

271 

son 

bullfrog 

watched 

poured 

meshes 

buy 

bought 

cause 

moss 

lining 

prize 


Steps  16  to  20 

Spry  Mouse 
Mr.  Bullfrog 
Mr.  Hawk 
among 
bruised 
luncheon 


Steps  "^l  to  25 

baskets 

whole 

circled 


Steps  26  to  30 

White  Rat 
Mr.  Gray  Fur 
Mayor  Rat 
North  Wind 
uncle 
niece 
mansion 
cottage 


Steps  31  to  35 

Lilly  Etta 
Aunt  Laura 
Wee  Bruin 
Mr.  Eagle 
umbrella 
wonderful 
trouble 
break 


Steps  36  to  40 

Hindu  Sykes 

Bob  White 

quails 

company 

obeying 

learned 

feather 

injured 

enemy 

many 


Steps  41  to  45 

Autumn 

Spring 

South 

Maple  Tree 

Elm  Tree 

Chestnut  Tree 

Cedar  Tree 

heart 

word 

mention 

dragged 

272 


Steps  46  to  50 

King  Louis 

Prince  Roland 

Princess  Angora 

Prince  Charming 

welcome 

court 

attendants 

monkey 

pleasures 

palace 

kingdom 

search 

passed 

choose 

search 

distance 

alas 

nowhere 

knelt 

Steps  51  to  55 

Punchinello 

Old  King  Cole 

Court  Jester 

brownie 

fingers 

lose 

eyelids 

eyebrows 

wandered 

country 

thousand 

dangled 

school 

lamb 

soul 


Steps  56  to  GO 

Circus 

Joe 

Allan 

Dutchmen 

Harlequin 

Columbine 

Cock-Horse 

Banbury  Cross 

Looby  Loo 

Crooked  Man 

Peter  Piper 
Professor  Know- 
it-all 
Dr.  Foster 
Gloucester 
hurrah 
entrance 
lemonade 
procession 
veils 

corporals 
wand 
touched 
springboard 
bought 
royal 
daughter 
cupboard 


Steps  61  to  Q5 

Princess  Lily 
Hans 
does 
grasped 


village 

carriage 

chariot 

attendants 

toward 

comical 

anyone 

Steps  66  to  70 

Careless  Carl 
Tidy  Tom 
Dreamland  Town 
Paper-Covered 
Book 

Linen -Covered 

Book 
Book  Hospital 
Sandman 
East  Wind 
lesson 
aches 
through 
straight 

Steps  71  to  75 

Pouchy  Pelican 
Mr.  Stork 
Mr.  Rope 
Mr.  Waterfall 
Mr.  Tarantula 
courtyard 
dungeon 
furnace 
waddled 
hastened 


Steps  76  to  80 

Meadow  Lark 
Prince  Si)ring 
Mr.  Woodi)ecker 
Queen  of  the 

Fairies 
Chipping  Sparrow 
Warblers 
Bumblebees 
Mr.  Bullfrog 
Song  Sparrow 
Red -eyed  Vireo 
Jolly  Bobolink 
Noisy  Blue  Jay 
Oriole 
Nuthatch 
Swallows 
Scarlet  Tanager 
Goldfinch 
Veery 

Wood  Thrush 
Yellow  Warbler 
Little  Wren 
Robin 
Bluebird 
South  Wind 
Flower  Elves 
Lily-bells 
Snowdrop 
Violet 
Crocus 

Princess  Summer 
hours 
honor 
carol 
rustled 
promised 


ST.    HR.    M.\NUAL 18 


273 


TEACHING   VOCABULARY 


Second  Year 


Arthur 

among 

able 

antlers 

afterwards 

although 

Aunt 

Autumn 

Angora 

attendants 

alas 

admitted 

arrived 

awakened 

admired 

Allan 

appear 

anyone 

arm 

allow 

amused 

aches 

agreed 

appeared 

alighted 

B 

Bumpety-bump 

bridge 

backward 

bumping 

belonged 

bedroom 

balsam 


bullfrog 

buy 

between 

bruised 

banjo 

breeze 

baskets 

bringing 

Bruin 

bush 

branch 

breathless 

blustering 

berries 

bade 

bride 

brownie 

bleating 

Banbury 

bone 

billboard 

better 

bagpipes 

beauty 

Book 

bass 

Bobolink 

Blue  Jay 

birch 

burst 

C 

club 
crossed 
cabin 
cooling 

274 


chairs 

cause 

chattered 

cross 

cheerful 

claimed 

chatterbox 

croaked 

center 

cl  uster 

clever 

circled 

creeping 

contented 

cottage 

carved 

cheerfully 

company 

chose 

Chestnut 

Cedar 

covered 

cozy 

Charming 

court 

choose 

cracked 

commanded 

comb 

comical 

country 

Cole 

catches 

color 

curl 

circus 


canvas 

delighted 

edge 

chariot 

downward 

excuse 

corporals 

dainties 

escape 

C'olunibiiic 

different 

evening 

Cross 

dressed 

Elm 

crooked 

dreaming 

errand 

cupboard 

dragged 

entrance 

curtain 

distance 

enough 

cobwebs 

decide 

eyelids 

carefully 

dangled 

eyebrows 

crumbs 

dixie 

eight 

curious 

disappear 

East 

carriage 

Dutchmen 

envy 

comical 

Dr. 

eraser 

chain 

daughter 

Elves 

clown 

drawn 

echoed 

captives 

does 

crooning 

dyes 

F 

Careless 

Dreandand 

Carl 

drowsy 

family 

closed 

demand 

feeling 

certainly 

dungeon 

feet 

careful 

dispersed 

flowers 

courtyard 

dales 

front 

coil 

decided 

fir 

crowd 

died 

foolish 

cleaned 

frisked 

chanted 

E 

fur 

choir 

flies 

chorus 

end 

felt 

Chipping 

entered 

flying 

Crocus 

exactly 

floating 

concert 

empty 

fountain 

carol 

enjoyed 

flown 

chirped 

else 

feast 

chimes 

ever 

fowler 

Etta 

feather 

]) 

Eagle 

flock 

exclaimed 

fluttered 

dwarf 

excited 

follow 

danger 

enemy 

farewell 

275 


fairies 

farmer 

forgotten 

fellow 

fingers 

form 

fiddlers 

Foster 

forget 

funny 

figure 

flapped 

furnace 

fishpond 

failed 

foes 

fife 

flutelike 

Fairies 

Flower 

finally 

flitting 

frail 


G 

Giant 

Giro 

gruff 

Goldilocks 

grasses 

growing 

grains 

greatest 

gnaw 

grateful 

gratitude 

gayly 

gift 

gilded 


gallop 

gently 

Gloucester 

grinder 

grasped 

glanced 

greeting 

gatekeeper 

glee 

Goldfinch 

greeted 

gowns 


H 


huge 

horns 

hidden 

happily 

Howard 

hemp 

hurry 

hoarse 

hobble 

Hawk 

herbs 

handle 

happiest 

harm 

himself 

haste 

hinder 

harvest 

heart 

horse-chestnut 

heavier 

hair 

hurrah 

Hobbledy-hop 

Harlequin 

276 


hoop 

hickory 

Hans 

Hospital 

hurt 

hardly 

hastened 

honor 

humming 


instead 

idea 

indeed 

ivory 

injured 

instantly 

intended 

important 

interesting 


just 

journey 

join 

Jester 

Joe 

jet 

Jolly 

joyous 

jailor 

jay 


K 

knew 
kindness 


kingdom 

kepi 

knelt 

M 

move 
monster 

midst 

L 

merrily 
meshes 

latch 

lying 

listen 

lining 

leading 

loosely 

leaked 

luncheon 

lily 

Lilly 

Laura 

learned 

large 

leader 

last 

loveliest 

Louis 

later 

lamb 

lifted 

ladle 

lemonade 

lose 

lords 

lively 

lowered 

listen 

leading 

Linen-Covered 

lesson 

lullaby 

Lark 

Lily-bells 


moss 

muddy 

more 

mats 

mayor 

marry 

married 

mansion 

matter 

mistaken 

mount 

many 

meant 

market 

Maple 

mention 

monkey 

merrymaking 

mischief 

magic 

midst 

messenger 

money 

malice 

melody 

mimic 

matin 

N 

neither 

nor 

noises 

need 

nibbled 

277 


neck 

iK^arly 

nodded 

narrow 

niece 

nowhere 

number 

ninny 

nixie 

noble 

newspaper 

notice 

notes 

Noisy 

Nuthatch 

0 

over 

obeying 

older 

ordered 

ouch 

organ 

offered 

Oriole 


pushed 

porridge 

poured 

path 

prize 

pony 

piece 

pond 

plant 

picks 

person 

pleasing 


planned 

pitch 

plaintive 

pipe 

jjrepared 

jjrepare 

protect 

posted 

piped 

promised 

panting 

presented 

Q 

Prince 

Princess 

pleasures 

palace 

passed 

perform 

pitter-pat 

platform 

quarrel 

quails 

queer 

quickly 

quiet 

promised 
Punchinello 

R 

prize 

roared 

people 

remember 

pranks 

room 

power 

returned 

pickled 

reached 

peppers 

Raymond 

procession 

rushed 

perched 

roots 

Peter 

reindeer 

Piper 

Ratville 

Professor 

Rat 

peanuts 

replied 

plaster 

Roland 

placed 

remained 

Paper-Covered 

rule 

page 

royal 

patched 

riding 

Pouchy 

Rope 

Pelican 

receive 

pouch 

rout 

poisonous 

rescue 

pecked 

rich 

praises 

ringing 

presently 

Red-eyed 

rustled 
rollicking 

S 

suddenly 

safely 

swiftly 

shady 

spread 

squeaky 

son 

skill 

Shetland 

served 

scarcely 

splash 

stalk 

sharp-pointed 

slender 

soda-water 

sweet-chocolate 

scrambled 

spyglasses 

sobbing 

swoop 

supported 

several 

stepped 

scolding 

succeed 

sent 

spring 

South 

shrill 

shivered 

shelter 

storms 

successful 

sped 

squirrel 


278 


search 

spread 

strange 

shining 

sounded 

story 

smallest 

secured 

suit 

school 

sulked 

screamed 

since 

soul 

sleepy 

swan 

sighed 

swimming 

smiling 

splendid 

stroked 

spider 

savagely 

stork 

shouted 

spoken 

straightway 

shocking 

season 

seated 

swallowed 

sign 

springl)oard 

snow-white 

swept 

Sparrow 

Swallows 

Scarlet 

South 

Snowdrop 

Summer 


soar 

tiptoed 

silken 

thousand 

straight 

tiniest 

shadowy 

tents 

stared 

tinkling 

Sandman 

touched 

sorry 

trotted 

scowl 

thirteen 

studying 

toward 

seemed 

towers 

saying 

town 

slipped 

Tidy 

straps 

Tom 

signal 

torn 

solo 

tossed 

songsters 

Tarantula 

twinkling 

T 

trembled 

tank 

tiny 

tattoo 

tried 

tones 

Thnmpety-tliump 

throng 

Thudety-thud 

through 

turned 

Tanager 

taught 

Thrush 

twirl 

tenor 

tasted 

tripped 

tired 

tune 

tumbled 

trunk 

tie 

twittering 

tow 

traveled 

TJ 

thirsty 

\J 

topmost 

unable 

trouble 

Ugh 

thorn 

upstairs 

talked 

upward 

themselves 

uprooted 

throughout 

uncle 

thickly 

umbrella 

throne 

Ugly 

279 


voice 

vines 

veils 

vanished 

village 

Vireo 

Veery 

Violet 


W 

wiggle 

window 

watched 

woven 

wished 

wax 

whole 

weave 


wheat 

wealth 

wide 

willingly 

world 

wrinkle 

wife 

Waterfall 

wonderful 

waddled 

wondered 

wound 

work 

wicked 

wisest 

whistled 

waited 

Woodpecker 

word 

Warblers 

wild 

Wren 

wide-spreading 

warbled 

whirled 

worthy 

won 

F 

welcome 

wooden 

youngest 

wandered 

yellow 

wand 

yonder 

worry 

yesterday 

wagon 

Yellow 

280 


THIRD   YEAR 

Aims.  (1)  To  provide  material  that  will  enlarge  the  child's 
thought  and  speaking  vocabulary^  with  the  constant  consideration 
of  his  interest  at  this  stage  of  development. 

(2)  To  present  enough  of  the  familiar  in  the  context  to  furnish 
review  or  drill. 

(3)  To  continue  phonetic  drill,  and  to  apply  the  same. 

Suggestions  for  teaching  the  Third  Year  work  may  be 
found  in  Type  Treatment  for  the  Second  Year.  (Pages  226- 
228.) 

It  is  not  necessary  that  the  stories  in  the  third  year  be  read 
in  the  order  in  which  they  are  given  in  the  book.  The  stories 
may  be  selected  for  correlation  purposes.  The  variety  of 
stories  suggests  the  various  treatments  of  the  same.  The 
stories  may  be  dramatized  if  they  lend  themselves  to  drama- 
tization. Familiar  fairy  stories  afford  excellent  material  for 
oral  purposes.  Nature  stories  may  be  used  as  a  basis  for 
study  in  nature  and  geography,  as  well  as  for  language.  The 
various  elements  of  nature  are  identified  through  folktale, 
myth,  and  legend.  The  stories  that  deal  with  peoples  of 
different  lands  may  be  used  for  geography  and  also  for  history. 
The  numerous  poems  may  be  used  to  satisfy  the  rhythmic 
and  aesthetic  sense  of  the  child.  Some  of  the  stories  are 
purely  imaginative,  others  appeal  to  a  sense  of  humor. 

The  manner  of  conducting  the  lesson  will  depend  upon  the 
story  selected.  The  divisions  of  the  story  into  thought- 
grou])s  will  assist  the  child  to  think  logically  and  will  be  a 
guide  in  oral  reproduction.  In  the  language  work,  the  teaclier 
should  aim  for  original  sentences  (paraphrase) ,  thus  making 

281 


use  of  enlarged  vocabulary.  Encourage  the  individuality  of 
the  child,  and  allow  him  to  use  his  own  initiative.  For  ex- 
ample, the  details  of  dramatization  may  be  arranged  by  dif- 
ferent pupils. 

Devices.  (1)  Allow  a  bright  pupil  to  read  the  entire  story 
aloud,  for  other  children  to  reproduce  orally. 

(2)  Have  a  pupil  who  is  inclined  to  be  slow  read  the  story. 
When  he  hesitates  in  pronouncing  a  word,  allow  the  other 
children,  who  have  their  books  closed  while  listening  to  the 
story,  to  try  to  supply  the  word.  This,  as  well  as  the  pre- 
ceding device,  calls  for  close  attention  on  the  part  of  every 
child  in  the  class. 

The  list  given  below  shows  the  several  types  of  stories 
and  poems : 

Dramatization:   Hansel  and  Gretel,  Cinderella. 

Fairy  Stories:  Thorn  Rose,  Cinderella,  Hansel  and  Gretel, 
Queen  Hulda  and  the  Flax,  The  Magic  Girdle. 

Indian  Folklore  (Closely  allied  with  Nature) :  The  Beavers' 
Lodge,  Manitou  and  the  Squirrels,  The  Swift  Runner,  Brother 
Rabbit,  Gray  Mole  and  the  Indian,  The  Water  Lilies,  The  Corn- 
fields, The  Gift  of  Corn. 

Nature  and  Geography :  Sennin  the  Hermit,  The  Frog's  Travels, 
The  Merchant's  Caravan. 

Mythology:  The  Bag  of  Winds,  Diana  and  Apollo,  Great  and 
Little  Bear. 

Humor:  Why  the  Sea  is  Salt,  The  Bonfire  in  the  Sea,  The  Magic 
Girdle. 

Wonder  Tale:  Aladdin  and  the  Magic  Lamp. 

Serial  Story:    Robinson  Crusoe. 

Poems:  The  Land  of  Story  Books,  Hiawatha's  Brothers,  Queen 
Mab,  The  Wind,  The  Tree,  Hiawatha's  Sailing,  Where  Go  the 
Boats,  The  Boy  and  the  Sheep,  Robin  Redbreast,  The  Cornfields, 
A  Boy's  Song,  Aladdin's  Lamp,  The  Whiting  and  the  Snail. 

282 


FAIRY  TALE 

Poem.     The  Land  of  Story  Books. 
Story.     Hansel  and  Gretel. 

Thought-groups.       1.  P.  6,  7  (six  lines). 

2.  P.  7  (begin  with  line  7),  8  (thirteen  lines). 

3.  P.  8  (begin  with  line  14),  9  (ten  lines). 

4.  P.  9  (begin  with  line  11),  10,  11  (one  Hne). 

5.  P.  11  (begin  with  line  2). 

6.  P.  12,  13  (three  lines). 

7.  P.  13  (begin  with  line  4),  15  (six  lines). 

8.  P.  15  (begin  with  line  7),  16.     10.  P.  18,  10  (two  lines). 

9.  P.  17.  11.  P.  19  (begin  with  line  3),  20. 
Word  Groups  :  busily  at  work ;  mending  brooms  ;  knitting  stock- 
ings ;  squeaky  voice.     (For  clear  enunciation.) 

Context  Words :  Peter,  Gertrude,  Hansel,  Gretel,  Germany, 
Sandman,  Dew  Fairy,  Witch  of  the  Forest,  Elder  Bush,  anxiously 
(p.  9),  worse  (p.  10),  guessed  (p.  18). 

Note.  Use  the  context  for  these  words.  Through  silent  reading,  the  pupils 
may  find  the  characters  and  places  in  the  story.  Other  words  given  need  special 
drill.  Pupils  may  find  the  words  given  here  and  read  the  sentences  or  paragraphs 
in  which  these  occur. 

Grouping  :  village  (p.  6),  knitting  (p.  6),  gather  (p.  8),  terrible 
(p.  9),  squeaky  (p.  15),  unfastened  (p.  19),  clasped  (p.  20). 

Note.  Have  the  pupils  find  these  words  in  the  context  and  read  the  word 
groups  in  which  they  occur.  This  exercise  is  an  aid  to  clear  enunciation  in  oral 
reading.     It  will  also  assist  in  correct  phrasing. 

Phonetics:  (1)  Key  Words:  (a)  nymj)h  {ph  =  f),  orphan,  cipher, 
sphere,  phrase,  camphor,  phonograph,  pharmacy,  triumph ;  (b) 
darkness  (ness),  boldness,  weakness,  thickness,  richness,  fitness, 
lightness. 

(2)  Test  Words  (Words  in  the  story,  containing  familiar  pho- 
netic elements.  These  words  are  to  be  recognized  by  means  of 
their  phonograms)  :    husband,  presently,  lazy,  finished,  thrown, 

283 


punish,  uiinbly,  silly,  strawberries,  potatoes,  meanwhile,  hungry, 
\vliisp(M'(Ml,  terror,  uiilasteiKMl,  huddled,  shun})ers,  twelve,  tripped, 
gingerbread,  nibbling,  luuUcred,  astride. 

(3)  Enunciation  (Words  found  in  the  story,  to  be  written  upon 
the  blackboard  for  practice  in  clear  enunciation) :   (a)   ('onsonant 

—  m  (see  Manual,  p.  319)  — maker,  mother,  mending,  milk,  mean- 
while, making,  mossy,  man,  midnight,  made,  magic,  move ;  (6) 
Vowel  —  a  (long)  (see  Mamial,  j).  304)  —  maker,  day,  became, 
play,  lazy,  taking,  brave,  strange,  babe,  gray,  came,  made,  way, 
rays,  wake,  ate,  cage,  bake,  table ;  (c)  Vowel  —  6  (medial)  (see 
Manual,  p.  309)  — gone,  song,  mossy,  long,  softly. 

(4)  Independent  Recognition  (Words,  not  in  the  story,  to  estab- 
lish the  independent  recognition  of  words.  Tea(;h  the  accent 
mark) :  main'sail,  va'cate,  na'tive,  ma'jor,  sa'cred,  a'eroplane. 

FABLE 

Story.     The  Eagle  and  the  Fox. 

Thought-groups.     1.  P.  21.  2.  P.  22,  24  (three  lines). 

3.  P.  24  (begin  with  line  4,  through  line  17). 

4.  P.  24  (begin  with  line  18),  25. 

Word  Groups:    terribly  frightened;  small  grass  stalks. 

Grouping:    talons,  porpoises  (pronounced  p6r'pws-ez),  prove. 

Phonetics:  (1)  Key  Words:  ha.sten  (t  silent  letter),  often,  soften, 
listen,  castle,  trestle,  nestle,  chestnut,  glisten,  whistle,  epistle, 
fasten,  mortgage,  moisten. 

(2)  Test  Words:  demanded,  lonely,  seals,  walruses,  whales, 
mainland,  raft,  ashore. 

(3)  Enunciation:  (a)  Consonant  —  g  (hard)  (see  Manual,  p.  315) 

—  eagle,  egg,  grass,  great,  angry,  grasped,  going,  began  ;  (b)  Vowel 

—  e  (long)  (see  Manual,  )).  306) — eagle,  tree,  he,  me,  these,  she; 
e  (short)  (see  Manual,  p.  307)  — eggs,  nest,  left. 

(4)  Independent  Recognition:  conceal',  pe'ony,  bequeath', 
mem'orable,  anem'one. 

Clear  Articulation :  The  angry  eagle  threw  down  an  egg. 

284 


INDIAN   FOLKLORE 

Poem.     Hiawatha's  Brothers. 
Story.     The  Beavers'  Lodge. 

Thought-groups.     1.  P.  '27  (.sixteen  lines). 

2.  P.  27  (l)egin  with  line  17),  29  (sixteen  lines). 

3.  P.  29  (begin  with  line  17),  30,  31  (three  lines). 

4.  P.  31  (begin  with  line  4),  33  (four  lines). 

5.  P.  33  (})egin  with  line  5). 

Word  Groups:  busy  people;  winding  tunnel ;  the  dainty  house ; 
a  hearty  welcome. 

Context  Words:  Big  Chief,  Great  Spirit,  Master  Beaver, 
wampum. 

Phonetics:  (1)  Key  Words:  (a)  guest  (u  silent  letter),  guard, 
guess,  guide,  guild,  guile,  guilt,  guise ;  (b)  nevertheless  (less),  breath- 
less, heartless,  useless,  needless,  artless. 

(2)  Test  Words:  distance,  shore,  beaver,  plenty,  bestowed, 
lodge,  spaces,  proud,  dome-shaped,  stranger,  poplar,  birch,  willow, 
lilies,  suited,  choice,  maiden,  neighbors,  wedding,  otters,  weasels, 
muskrats,  council,  cozy,  handsome. 

(3)  Enunciation:  (a)  Consonant  —  b  (see  Manual,  p.  313)  — 
big,  beaver,  obey,  busy,  bow,  belt,  bestowed,  birds,  build,  built, 
birch,  bark,  bank,  beautiful,  noble;  (h)  Vowel  —  a  (short)  (see 
Manual,  p.  305)  —  traveled,  at,  sat,  am,  and,  have,  an,  dam,  had, 
handsome. 

(4)  Independent  Recognition:  attack',  animal'cule,  antip'odes, 
Aphrodi'te,  asbes'tos. 

Story.     Manitou  and  the  Squirrels. 

Thought-groups.     1.  P.  34  (eight  lines). 

2.  P.  34  (begin  wdth  line  9),  35. 

3.  P.  36  (fifteen  lines).  4.  P.  36  (begin  with  line  16),  37. 
Word  Groups :  to  eat  greedily  ;  began  to  cough ;  nibble  acorns. 
Context  Words:  Manitou  (pronounced  man'i-tob),  scarcely. 

285 


Phonetics:  (1)  Key  Words:  (a)  invilatum  {lion  =  shwri),  regula- 
tion, education,  ()l)servation,  instruction,  production,  condition, 
ammunition,  opposition;  (b)  begged  (ed  —  d),  slammed,  shamed, 
robbed,  rubbed,  grinned,  lined. 

(2)  Test  Words:  grandmother,  facing,  feast,  accept,  wood- 
pecker, ashes,  impolite,  hollow. 

(3)  Enunciation:  (a)  Consonant  —  t  (see  Manual,  p.  313)  — 
Manitou,  tell,  about,  great,  to,  sat,  told,  meat,  lifted,  until,  it,  tree, 
forest,  together,  feast,  invite,  accept,  first,  impolite,  tasted,  instant, 
taken ;  (6)  Vowel  —  6  (short)  (see  Manual,  p.  309)  —  of,  onward, 
not,  fox,  hollow. 

(4)  Independent  Recognition:  colosse'um,  com'batant,  con'fis- 
cate,  conversa'tion. 


Story.     The  Swift  Runner. 

Thought-groups.     1.  P.  38  (fourteen  lines). 

2.  P.  38  (begin  with  line  15),  39  (eleven  lines). 

3.  P.  39  (begin  with  line  12),  40. 

Word  Groups :  the  swiftest  runner ;  great  antlers ;  gnawing  twigs. 

Context  Words:  Black  Bear,  White  Rabbit,  Swift  Runner. 

Phonetics:  (1)  Key  Words:  (a)  proclaim  (pro),  provide,  pro- 
nounce, propose,  profound,  proceed,  promote,  procure ;  (6)  decided 
(ed),  derided,  demanded,  protested,  contested,  descended. 

(2)  Test  Words:  olden,  contest,  offered,  brambles,  woodland, 
skillfully. 

(3)  Enunciation:  (a)  Consonant  —  r  (see  Manual,  p.  318)  — 
runner,  offered,  reward,  pair,  antlers,  gathered,  other,  iSrst,  disap- 
pear, ready,  cheers,  returned,  winner  ;  (6)  Vowel  —  i  (short)  (see 
Manual,  p.  308)  — ^in,  animals,  himself,  swiftest,  his,  running,  win, 
meeting,  rabbit,  willing,  cutting,  doing,  begin,  gnawing,  swiftly, 
skillfully.     (For  clear  articulation.) 

(4)  Independent  Recognition:  in'nocence,  tin'sel,  shriv'el,  rich'- 
ness,  clura'siness. 

286 


Story.     Brother  Rabbit. 

Thought-groups.     1.  P.  4*2  (nineteen  lines). 

2.  P.  42  (be^in  with  line  20),  43. 

3.  P.  44  (twenty  lines). 

4.  P.  44  (he^in  with  line  21),  46. 

Word  Groups:  crisp  and  brown  ;  followed  the  footprints  ;  turned 
pure  white. 

Context  Words:   Eagle  Eye,  canoe. 

Phonetics:  (1)  Key  Words:  (a)  pushed  (ed  =  t),  crushed,  fished, 
mashed,  knocked,  wrenched,  wrecked,  gnashed ;  (6)  mountain 
(tain  =  tin),  curtain,  certain. 

(2)  Test  Words:  prairie,  hunters,  paddled,  hauled,  miles,  plenty. 

(3)  Enunciation:  (a)  Co*isonant  ^ — ^n  (see  Manual,  p.  320)  — 
one,  in,  Indian,  neither,  nor,  plains,  gone,  canae,  morning,  animals, 
again,  return,  against,  enemies,  soon  ;  (6)  Vowel  —  ii  (see  Manual, 
p.  311)-    Summer,  hunters,  up,  hung,  slump.  , 

(4)  Independent  Recognition:  consum'mate,  mor'ibund,  ro- 
tund', pronuncia'tion. 

Clear  Articidation  : 

"  None  knew  thee  but  to  love  thee, 
None  named  thee  but  to  praise." 

FAIRY  STORY 

Poem.     Queen  Mab. 
Story.     Cinderella. 

Thought-groups.     1.  P.  50  (thirteen  lines). 

2.  P.  50  (begin  with  line  14),  51  (sixteen  lines). 

3.  P.  51  (begin  with  line  17),  52  (eighteen  lines). 

4.  P.  52  (begin  with  line  19),  54,  55  (two  lines). 

5.  P.  55  (begin  with  line  3),  56  (six  lines). 

6.  P.  56  (begin  with  line  7),  57  (two  lines). 

7.  P.  57  (begin  with  hue  3),  58  (five  lines). 

8.  P.  58  (begin  with  line  6). 

287 


9.  P.  59,  60  (ten  lines). 

10.  P.  60  (begin  with  line  11). 

11.  P.  61,  62  (five  lines). 

12.  P.  62  (begin  with  line  6). 

13.  P.  64. 

Word  Groups :  the  largest  })umpkin  ;  touehed  the  rind  ;  splendid 
livery  ;  elegantly  dressed. 

Context  Words:    Cinderella,  Fairy  Godmother,  lizards,  cushion. 

Phonetics:  (1)  Key  Words:  (a)  procession  {don  =  shun) ,  succes- 
sion, session,  impression,  mission,  commission,  admission  ;  (6)  jeal- 
ous (o7is  =  us),  various,  curious,  odious,  copious,  serious,  glorious. 

(2)  Test  Words :  selfish,  daughters,  housework,  intended,  par- 
rot, kitchen,  cinders,  clothes,  dressmaker,  satin,  velvet,  swan's- 
down,  advantage,  sobbed,  pumpkin,  scooped,  coach,  breathlessly, 
lizards,  footmen,  alarm,  livery,  costume,  pearls,  elegant,  rubies, 
sparkling,  crouching,  knelt. 

(3)  Enunciation*:  (a)  Consonant  —  w  (see  Manual,  p.  317)  — 
woman,  was,  were,  went,  washed,  window,  wear,  wish,  want, 
will,  watering,  with,  waiting,  wonderful,  would,  worn,  warming  ; 
(b)  Vowel  —  i  (long)  (see  Manual,  p.  307)  —  time,  fire,  fine,  find, 
night,  rind,  live,  mice,  drive,  chime,  arrived. 

(4)  Independent  Recognition :  bronchi'tis,  appendici'tis,  menin- 
gi'tis,  Goli'ath,  gladi'olus,  accli'mate. 

GREEK  MYTHOLOGY 

Poem.     The  Wind. 

Story.     The  Bag  of  Winds. 

Thought-groups.     1.  P.  66,  67  (three  lines). 

2.  P.  67  (begin  with  line  4,  through  line  15). 

3.  P.  67  (begin  with  line  16),  68  (eight  lines). 

4.  P.  68  (begin  with  line  9),  70  (two  lines). 

5.  P.  70  (begin  with  line  3),  71  (five  lines). 

6.  P.  71  (begin  with  line  6). 

288 


Word  Groups:  cease  his  roaring  ;  go  sullenly  l>ack  ;  sing  a  song; 
on  llieir  journey. 

Context  Words:  Eolus  (pronounced  e'o-lws),  North  Wind,  East 
Wind,  West  Wind,  anchored. 

Phonetics:  (1)  Key  Words:  (a)  ivhiri  (//•/),  swirl,  twirl,  girl; 
(b)  freeze  {eeze),  breeze,  wheeze,  sneeze,  squeeze. 

(2)  Test  Words:  imprisoned,  exercise,  mischief,  tempest, 
blanket,  discovered,  unruly,  harbor,  treasure,  suffered,  hardsliip. 

(3)  Enunciation:  (a)  ('onsonant — ^v  (see  Manual,  p.  SIQ)  — 
caves,  have,  voice,  waves,  leaves,  cover,  very,  giving,  evening ; 
(b)  Vowel  —  6  (long)  (see  Manual,  p.  308)  — home,  go,  blow,  over, 
snow,  O,  open,  gold,  arose. 

(4)  Independent  Recognition:  explode',  ep'isode,  provoke', 
mar'igold,  withhold'. 

Story.     Diana  and  Apollo. 

Thought-groups.     1.  P.  72,  73  (three  lines).  ' 

2.  P.  73  (begin  with  line  4,  through  line  11). 

3.  P.  73  (begin  with  line  12). 

Word  Groups :  a  floating  island ;  the  wood  nymphs ;  a  golden 
chariot ;  wonderful  present. 

Context  Words:  Diana,  Apollo,  Neptune,  Jupiter,  Master, 
Silver  Bow,  earth. 

Phonetics:  (1)  Key  Words:  (a)  pillar  (lar  =  ler),  regular- 
popular,  angular,  singular,  particular,  perpendicular;  (6)  creature 
(ture  =  tur),  furniture,  overture,  temperature. 

(2)  Test  Words:    marble,  graceful,  heaven. 

(3)  Einuiciation:  (a)  Consonant  —  d  (see  Manual,  p.  314)  — 
island,  lived,  had,  Diana,  fastened,  rapidly,  day,  followed,  wood, 
wandered,  deer,  hunted,  bestowed,  golden,  land,  wonderful,  prized, 
used,  called ;  (b)  Vowel  —  a  ( =  6)  (see  Manual,  p.  306)  —  was, 
wandered,  swan. 

(4)  Independent  Recognition:  swamp'y,  wasp'ish,  war'ren, 
wat'tle,  wad'ding,  wam'pum. 

ST.    HR.    MANUAL — 19  289 


FAIRY   STORY 

Poem.     The  Tree. 
Story.     The  Fairy  Tree. 

Thought-groups.     1.  P.  76  (fifteen  lines). 

2.  P.  76  (begin  with  line  16),  77  (five  lines). 

3.  P.  77  (begin  with  line  6),  78  (six  lines). 

4.  P.  78  (begin  with  line  7). 

5.  P.  79,  80  (fifteen  lines). 

6.  P.  80  (begin  with  line  16),  82  (eight  lines). 

7.  P.  82  (begin  with  line  9),  83. 

Word  Groups:  obeyed  her  commands;  fringed  with  pearls; 
heard  the  sweet  voice. 

Context  Words:  Flora,  Rainbow,  Fairy  Tree,  ivory,  buried. 

Phonetics:  (1)  Key  Words:  (a)  wait  (ait),  bait,  strait;  (b)  sister 
(ter),  minister,  register,  canister,  chorister,  dissenter,  banter,  ros- 
ter, sequester. 

(2)  Test  Words:  household,  basin,  delightfully,  gathering, 
mossy,  flashed,  colors,  scales,  crumbs,  playfellow,  oldest,  baked, 
hastened,  fringed,  trembled. 

(3)  Enunciation:  (a)  Consonant  —  f  (see  Manual,  p.  316)  — 
Fairy,  family.  Flora,  forest,  fire,  fell,  often,  for,  fish,  flashed,  fed, 
feed,  follow  ing,  flowers,  fruit,  feet,  leaf,  find,  if  ;  (b)  Consonant  — 
ch  (as  in  child)  (see  Manual,  p.  315)  — each,  kitchen,  which,  catch, 
marching,  branches,  reached  ;  (c)  Vowel  —  oo  (see  Manual,  p.  309) 
—  cool,  cock-a-doodle-doodle-doo,  too. 

(4)  Independent  Recognition:  reproof,  lampoon',  buffoon', 
forsooth,'  whoop'ing. 

Clear  Articulation  : 

"  Full  fathom  five  thy  father  lies." 
The  fairy  leaf  floated  far  away. 
Flora  fed  the  fairy  fish. 


290 


INDIAN    FOLKLORE 
Poem.     Hiawatha's  Sailing. 
Story.     Gray  Mole  and  the  Indian. 

Thought-groups.     L  P.  85. 

2.  P.  86  (fourteen  lines). 

3.  P.  86  (begin  with  line  15),  87,  88  (.six  lines). 

4.  P.  88  (begin  witii  line  7),  89  (seven  lines). 

5.  P.  89  (begin  with  line  8,  through  line  20). 

6.  P.  89  (begin  with  line  21),  90  (fourteen  lines). 

7.  P.  90  (begin  with  line  15),  92  (six  lines). 

8.  P.  92  (begin  with  line  7),  93. 

Word  Groups:  scorched  and  shriveled;  furiously  angry;  fast 
disappearing;  carrying  messages;  pliant  branches. 

Context  Words:  Gray  Mole,  Western  Sea,  Breaking  Light,  Big 
Sea  Water,  Red  Willow,  Marsh  Reeds,  Birch,  Linden,  Cedar, 
Larch,  Alder,  warriors. 

Phonetics:  (1)  Key  Words:  (a)  presently  (ly),  carefully,  proudly, 
softly,  busily  ;  (6)  singing  (ing),  standing,  wandering,  speaking, 
peeping,  covering,  starting,  disappearing,  shining,  stirring. 

(2)  Test  Words:  messages,  burrow,  scorched,  shriveled,  summit, 
council,  wholesome,  nations,  chimed,  fibrous,  rosin,  cluster,  snare, 
unfasten,  picture-writing. 

(3)  Enunciation:  (a)  Consonant  —  h  (see  Manual,  p.  315) — • 
hungry,  Jie,  had,  here,  heard.  Ha,  home,  his,  himself,  overhead, 
hill,  hidden,  high,  how,  hot :  (6)  Diphthong  —  ou  (see  Manual, 
p.  309)  —  found,  proudly,  boughs,  councils. 

(4)  Independent  Recognition:  mount'ing,  house'keeper,  re- 
sound', founda'tion,  sound'ness. 

Story.     The  Water  Lilies. 

Thought-groups.     1.  P.  94.  3.  P.  96,  97. 

2.  P.  95.  4.  P.  98. 

291 


Word  Groups:  hearts  of  gold;  a  strange  dream;  ehoose  for 
yourself. 

Context  Words:    Star  Maiden,  buflfaloes. 

Phonetics:  (1)  Key  Words:  (a)  nearer  (er),  folder,  mender, 
hearer,  sweeter;  (6)  yourself  (self),  herself,  himself,  myself. 

(2)  Test  Words:  lilies,  floated,  paddling,  blossom,  hundreds, 
listen. 

(3)  Enunciation:  (a)  Consonant  —  1  (see  Manual,  p.  319)  — 
beautiful,  lilies,  flowers,  floated,  paddling,  gently,  suddenly,  little, 
smiled,  listen,  brightly;  (6)  Vowel  —  u  (long  —  equivalents,  you, 
eio),  (see  Manual,  p.  310)  — beautiful,  you,  youth,  music,  beauty. 

(4)  Independent  Recognition:  confuse',  curios'ity,  cu'bit, 
hu'man,  hu'morous,  pew'ter,  renew'. 

NORTHERN   FOLKLORE 

Poem.     Where  Go  the  Boats. 
Story.     Why  the  Sea  is  Salt. 
Thought-groups.     1.  P.  100. 

2.  P.  101,  102  (nine  lines). 

3.  P.  102  (begin  with  line  10). 

4.  P.  104. 

5.  P.  105  (sixteen  lines). 

6.  P.  105  (begin  with  line  17),  106. 

7.  P.  107. 

8.  P.  108,  109,  110  (eight  lines). 

9.  P.  110  (begin  with  line  9),  111  (fourteen  lines). 
10.  P.  Ill  (begin  with  line  15),  112,  113. 

Word  Groups :  asked  for  bread  ;  a  huge  snowball ;  groped  his  way. 

Grouping  :  cupboard  (pronounced  kiib'erd)  (p.  106),  porridge 
(p.  108),  ocean  (p.  111). 

Context  Words:    Rich   Brother,   Poor   Brother,   Chief   Dwarf. 

Phonetics:  (1)  Key  Words:  (a)  sizzle  (zle),  dazzle, muzzle,  puzzle, 
drizzle,  embezzle;  (6)  manage  {arje  =  aj),  personage,  parsonage, 
hermitage. 

292 


(2)  Test  Words:  (^liiiiiiioy,  covered,  annoyed,  anf,'nly,  dwarfs, 
trudged,  snowball,  alleiilioii,  nioiiieiil,  twinkling,  entrance,  [)our- 
ing,  watching,  (juenclied,  boiling,  kettle,  crowded,  teasing,  grind, 
excepting,  exchange,  climbed,  furnished,  choicest,  astonishment, 
oatmeal,  twisted,  screwed,  handle,  drowned,  soaked,  merchant, 
borrow,  easier,  voyage,  procure,  cargo,  captain,  consented,  care- 
fully, further,  overboard,  herrings,  dozen,  grind,  mowers. 

(3)  Enunciation :  (a)  Consonant  —  s  (breath  siliilant)  (see 
Manual,  p.  316) — sea,  salt,  stingy,  snow,  starve,  said,  ask,  us, 
this,  dwarfs,  so,  seven,  sang,  still,  six,  steam,  .stood,  suddenly, 
(Children  find  others)  ;  (&)  Vowel  —  O  (  =  u)  (see  Manual, 
p.  309) — one,  covered,  brother,  once,  wonderful. 

(4)  Independent  Recognition:  com'forter,  cora'pass,  com'pany. 

JAPANESE   FOLKLORE 

Story.     Sennin  the  Hermit. 

Thought-groups.     1.  P.  114. 

2.  P.  115  (seventeen  lines). 

3.  P.  115  (begin  with  line  18),  116,  117  (nine  lines). 

4.  P.  117  (begin  with  line  10),  118. 

Word  Groups:  long  white  beard  ;  into  their  midst ;  recited  some 
verses  ;  reached  the  entrance. 

Context  Words:    Sennin,  Japan,  Hermit  of  the  Mountain. 

Phonetics:  (1)  Key  Words:  (a)  hermit  {tiiit),  permit,  admit, 
commit,  remit,  submit,  transmit,  omit;  (6)  nimble  {hie),  thimble, 
tremble,  humble. 

(2)  Test  Words:  far-away,  direction,  amuse,  cherry,  blossoms, 
nightingale,  recited,  verses,  company,  farewell,  fragrant,  depths, 

(3)  Enunciation:  (a)  Consonant  —  p  (see  Manual,  p.  313)  — 
Japan,  play,  pond,  picked,  surprised,  stopped,  patting,  disap- 
peared, depths,  pointed,  upwards,  top  ;  (6)  Vowel  —  a  (Italian  a) 
(see  Manual,  p.  305)  — far,  father. 

(4)  Independent  Recognition:  palm'istry,  mar'tin,  gap'ing, 
ar'mament,  barn'yard,  heark'ening. 

293 


GREEK   MYTHOLOGY 

Story.     Great  and  Little  Bear. 

Thought-groups.     1.  P.  120. 

2.  P.  122. 

Word  Groups:    admire  her  ;    on  pleasant  nights. 

Context  Words:  CalHs'to,  Jupiter,  Juno,  Areas,  Great  Bear, 
Little  Bear,  North  Star., 

Phonetics:  (1)  Key  Words:  (a)  beautiful  (ful),  plentiful, 
bountiful,  merciful,  useful ;  (b)  beauty  (tij),  surety,  variety, 
society,  safety,  sobriety. 

(2)  Test  Words:  revenged,  terror,  recognized,  embrace,  spear, 
pleasant. 

(3)  Enunciation:  (a)  Consonant  —  c  (=  k)  (see  Manual,  p. 
315)  —  Callisto,  because,  cave.  Areas,  can;  (6)  Vowel — o  (=  oo) 
(see  Manual,  p.  309)  —  whom,  move. 

(4)  Independent  Recognition :  disapprove',  behooved',  entomb', 
undo'ing. 

FABLES 

Poem.     The  Boy  and  the  Sheep. 
Story.     The  Boy  Who  Cried  Wolf. 
Thought-groups.     1.  P.  125  (seventeen  lines). 
2.  P.  125  (begin  with  line  18),  126. 

Word  Groups  :  a  lonely  place;  enjoyed  the  company;  the  herd 
of  sheep. 

Phonetics:  (1)  Key  Words:  (a)  forest  (est),  interest;  (b)  com- 
pany {nil),  harmony,  destiny,  progeny,  larceny,  ceremony. 

(2)  Test  Words:  tended,  excepting,  valley,  enjoyed,  fooled, 
really. 

(3)  Enunciation:  (a)  Consonant  —  k  (see  Manual,  p.  315)  — 
dark,  working,  trick  ;  (6)  Vowel  —  66  (short)  (see  Manual,  p.  309) 
—  good  ;  equivalents  —  could,  would. 

(4)  Independent  Recognition  ;  understood',  broth'erhood, 
undertook',    forsook',    like'lihood. 

294 


Story.     The  Lion's  Share. 

Thought-groups.     1.  P.  127. 

2.  P.  128  (seventeen  lines). 

3.  P.  128  (begin  with  line  18),  129. 

Word  Groups:  prowling  along;  attacked  tlie  wolf;  divided 
the  iiniinjil ;  watehed  greedily. 

Context  Words:  King  Lion,  Friend  Donkey. 

Phonetics:  (1)  Key  Words:  (a)  angry  (gry),  hungry; 
(6)  humbly  {l)ly),  probably,  affably,  unspeakably,  pardonably, 
fashionably,  peaceably. 

(2)  Test  Words:  donkey,  agreed,  caught,  portion,  springing, 
taught. 

(.'})  Enunciation:  (a)  Consonant  —  c  ( =  s)  (see  Manual,  p.  314) 
—  certainly,  piece,  once ;  (6)  Vowel  —  a  ( =  6)  (see  Manual,  \>. 
306)  —  call ;   eqidvalents  —  caught,  taught. 

(4)  Independent  Recognition:  nau'scous,  cau'liflower,  cau- 
sa'tion,  cau'terize,  au'dible. 

FAIRY  TALE 

Poem.     Robin  Redbreast. 
Story.     Thorn  Rose. 
Thought-groups.     1.  P.  132  (eighteen  lines). 

2.  P.  132  (begin  with  line  19),  133  (nine  lines). 

3.  P.  133  (begin  with  line  10),  134. 

4.  P.  136  (eighteen  lines). 

5.  P.  136  (begin  with  line  19),  137. 

6.  P.  138  (seventeen  lines). 

7.  P.  138  (begin  with  line  18),  139. 

8.  P.  140,  141. 

9.  P.  142. 

Word  Groups:  summer  afternoon;  pearl  cradle;  the  sweetest 
voice  ;  a  spiteful  laugh. 

Context  Words:    Thorn  Rose,  Prince  Courageous. 
Grouping  :  guests  (p.  132),  hearth  (p.  138),  pigeons  (p.  142). 

295 


Phonetics:  (1)  Key  Words:  (a) /our//i  (/A  — brcalii),  iifUi,  sixth, 
seventh,  eighth,  ninth,  tenth,  eleventh,  twelfth ;  (/;)  disappear 
{dis),  disobey,  disgrace,  discharge. 

(2)  Test  Words:  rejoicing,  hurry,  afternoon,  sleepily,  ill-tem- 
pered, keyhole,  cheerfulness,  witty,  generous,  spindle,  shook, 
forward,  twisting,  spinning,  wheel,  flaming,  shadows,  darkened, 
sunny,  hedge,  towers,  enchantment,  whatever,  tiptoed,  narrow, 
stairway,  servants. 

(3)  Enunciation:  (a)  Consonant  — th  (as  in  thorn)  (see  Manual, 
p.  314)  —  through,  health,  thread,  hearth,  thick  ;4fe- (as  in  there) 
(see  Manual,  p.  314) — them,  the,  that,  then,  there;  (h)  Vowel  — 
ee  (as  in  teeth)  (see  Manual,  p.  306)  —  queen,  sleepily,  sweet,  fifteen, 
asleep,  wheel. 

(4)  Independent  Recognition:  disagree',  ju'bilee,  proceed', 
indeed',  decree'. 

FABLE 

Story.     The  Wolves  and  the  Deer. 

Thought-groups.     1.  P.  143  (thirteen  lines). 

2.  P.  143  (begin  with  line  14),  144,  145  (seven  lines). 

3.  P.  145  (begin  with  line  8). 

Word  Groups:  swift  runners  ;  your  mouths  closed  ;  attacked  the 
deer. 

Grouping  :  facing  (p.  143),  hungry  (p.  145),  opened  (p.  145). 

Phonetics:  (1)  Key  Words:  (a)  invited  (in),  indeed,  incrust,  in- 
crease, incline,  inclose,  inane;  (6)  prepare  (pre),  present,  pre- 
sume, prevent,  prevail,  prefix. 

(2)  Test  Words:   wolves,  attacked,  wondered,  escaped. 

(3)  Enunciation:  (a)  Consonant  —  ng  (equivalent,  n  =  ?/)  (see 
Manual,  p.  320)  —  hungry,  angry,  facing ;  (b)  Vowel  —  a  (see 
Manual,  p.  305)  — prepared;   equivalent,  there. 

(4)  Independent  Recognition:   star'ing,  air'ship,  there'abouts. 
Word  Groups:  the  diflScult  journey  ;  added  disdainfully  ;  polite 

farewell. 

296 


INDIAN    FOLKLORE 

Poem.     'I'liK  Cornfields. 
Story.     Tm:  (Iift  of  Corn. 
Thought-groups.     1.  P.  117. 

2.  r.  148  (fifteen  lines). 

3.  P.  148  (begin  with  line  16),  149,  150  (ten  lines). 

4.  P.  1.50  (hei^in  with  line  11),  1;51  (twenty  lines). 

5.  P.  l.U  (begin  with  line  ^21),  l.n. 

Word  Groups:  glided  swiftly  along;  wrestle  together;  with 
greenish  husks  ;  my  green  garments. 

Context  Words:  Indians,  Great  Lakes,  Brave  Heart,  Red  Plume, 
Moon  of  Falling  Leaves,  Gift  of  Corn,  conquered. 

Phonetics:  (1)  Key  Words:  (a)  (/rf^n/*-/;  (/.s7?),  feverish,  shrewish, 
boyish,  girlish,  yellowish,  womanish;  (6)  amazement  (merit),  em- 
ployment, instrument,  endowment,  payment. 

(2)  Test  Words:  destroyed,  enemy,  driven,  settled,  powerful, 
glided,  stranger,  smoke,  stronger,  succeeded,  tripping,  vanished, 
garments,  kernels,  heavens,  tassels,  rustled,  ripening,  roasted, 
cornfield,  strength,  brought,  blessed,  wrestle. 

(3)  Enunciation:  (a)  Consonant  —  y  (see  Manual,  p.  319)  — 
yellow,  you,  your;  (6)  Vowel  —  y  (=i) — enemy,  swiftly, 
suddenly,  very,  any,  presentl\-,  instantly. 

(4)  Independent  Recognition:  leg'acy,  Cyn'thia,  pros'ody,  un- 
speak'ably,  vocab'ulary. 

JAPANESE   FOLKLORE 

Poem.     A  Boy's  Song. 
Story.     The  Frogs'  Travels. 
Thought-groups.     1.  P.  155,  156  (three  lines). 

2.  P.  156  (begin  with  line  4,  through  line  13). 

3.  P.  156  (begin  with  line  14),  157  (ten  lines). 

4.  P.  157  (begin  with  line  11),  158  (six  lines). 

5.  P.  158  (begin  with  line  7). 

297 


Context  Words:  Japan,  Tokio,  Kioto  (kyo'to),  bade  (bad). 

Phonetics:  (1)  Key  Words:  (o)  traiwl  {el  =  e[),  novel,  towel, 
trowel,  hovel,  marvel,  gravel,  vowel;  (b)  acquaintance  {ance  — 
A  owel  a  much  obscured),  inheritance,  utterance,  sufferance,  tem- 
perance. 

(2)  Test  Words:   difficult, *^especially,  noses,  exactly. 

(3)  Enunciation:  (a)  Consonant  —  j  (see  Manual,  p.  315)  — 
journey,  just;  (6)  Vowel  —  u  (see  Manual,  p.  310) — turned, 
further.  Equivalents:  were,  early,  world,  heard,  first,  worth, 
journey. 

(4)  Independent  Recognition:  jour'neyman,  bur'nish,  bur'lap, 
bur'glar,  research',  earth'enware,  pearl'fish,  earth'quake. 

EAST  INDIAN  TALE 

Story.     The  JNIerchant's  Caravan. 

Thought-groups.     1.  P.  159,  160  (three  lines).  4.  P.  163. 

2.  P.  160  (begin  with  line  4),  161  (two  lines).  5.  P.  164. 

3.  P.  161  (begin  with  line  3).  6.  P.  165. 
Word  Groups :  the  merchant's  goods  ;  guide  the  caravan  ;  con- 
tinued the  journey. 

Context  Word:  Abdul  (pronounced  ab'dool). 

Phonetics:  (1)  Key  Words:  (a)  journey  {ney  =  ni),  tourney, 
chimney,  attorney,  kidney,  hackney ;  (6)  crystal  (tal,  vowel  a 
much  obscured),  brutal,  acquittal,  refutal,  transmittal. 

(2)  Test  Words:  merchant,  caravan,  desert,  camels,  canvas, 
leather,  barley,  required,  pilot,  guide,  stretched,  nostrils,  eagerly, 
oasis,  waving,  joyfully,  refreshed,  weary,  lighten,  fading,  traders. 

(3)  Enunciation:  (a)  Consonant  —  sh  (see  Manual,  p.  317)  — 
wished,  shone,  shall,  shade,  fresh,  refreshed,  shouting ;  (6)  Vowel 
—  e  (see  Manual,  p.  307)  —  other,  desert,  over,  leather,  water, 
another,  eagerly,  after,  supper,  under,  traders.  Equivalents:  for- 
ward, afterwards. 

(4)  Independent  Recognition:  Octo'ber,  remem'bering. 

298 


EUROPEAN    FOLKLORE 
Story.     Queen  Hulda  and  the  Flax. 

Thought-groups.     1.  P.  166. 

2.  P.  167.  4.  P.  170. 

3.  P.  168.  5.  P.  171,  172. 

Word  Groups :  snow-capped  mountain  ;  a  deer  appeared ; 
across  the  pasture ;  a  golden  girdle  ;  guarding  tlie  blossoms. 

Context  Words:   Hans,  Blue  Grotto,  Queen  Hulda,  Ali)ine. 

Phonetics:  (1)  Key  Words:  (a)  antler  (ler),  butler,  pedler,  cut- 
ler, sutler;    (b)  thunder   (der),    hinder,    ponder,    wonder,    blunder. 

(2)  Test  Words:  peasant,  pasture,  crossbow,  marksman, 
grazed,  glittered,  approach,  tunnel,  glimpse,  crystals,  girdle, 
jewels,  ceiling. 

(3)  Enunciation:  (a)  Con.sonant  —  wh  (see  Manual,  p.  317)  — 
when,  why ;  (b)  Vowel  —  a  (see  Manual,  p.  306)  —  ask,  fastened. 

(4)  Independent  Recognition:   danc'er,  staff,  aft'er,  graft,  path. 

ARABL\N   NIGHTS 

Poem.     Aladdin's  Lamp. 
Story.     Aladdin  and  the  Magic  Lamp. 
Thought-groups.     1.  P.  174,  175  (eleven  lines). 

2.  P.  175  (begin  with  line  12). 

3.  P.  176,  178  (twelve  lines). 

4.  P.  178  (begin  with  line  13),  179  (six  lines). 

5.  P.  179  (begin  with  line  7),  180  (seven  lines). 

6.  P.  180  (begin  with  line  8),  181  (two  lines). 

7.  P.  181  (begin  with  line  3,  through  line  19). 

8.  P.  181  (begin  with  line  20),  182. 

9.  P.  183.  14.  P.  189. 

10.  P.  184  (eighteen  lines).  15.  P.  190. 

11.  P.  184  (begin  with  line  19),  185.  16.  P.  191. 

12.  P.  186.  17.  P.  192. 

13.  P.  188.  18.  P.  193,  194. 

299 


Word  Groups:  a  long  distance;  burning  merrily;  the  colored 
fruit;  a  dainly  breakfast. 

Context  Words:  .Aladdin,  Persia,  Magician,  Mustaplia,  Genie 
(je'ni).  Slave  of  the  Lamp,  Princess,  Sultan,  Africa,  niche. 

Phonetics:  (1)  Key  words:  (a)  ividow  (oui  =  6),  meadow, 
shadow;  (h)  sunmion  {mon  =  mwn),  common,  sermon,  demon. 

(2)  Test  Words:  beckoned,  tailor,  nephew,  delicious,  powder, 
girdle,  mumbled,  sprinkled,  emeralds,  amethysts,  muttered, 
terrified,  managed,  shutters,  impossible,  entirely,  basins,  thousand, 
pretended,  disguised,  exchange,  secure,  beloved. 

(3)  Enunciation:  {a)  Consonant — ci  (=  sh)  (see  Manual,  p. 
314)  —  Magician,  precious;  {h)  Vowel  —  oi,  oy  (as  in  oil,  hoy)  (see 
Manual,  p.  309)  — coins,  oil,  royal,  joy. 

(4)  Independent  Recognition:  disappoint',  tur'moil,  purloin', 
coun'terpoise,  destroy'. 


AUSTRALIAN     FOLKLORE 

Poem.     The  Whiting  and  the  Snail. 
Story.     The  Bonfire  in  the  Sea. 

Thought-groups.     1.  P.  197. 

2.  P.  199.  4.  P.  201,  202  (thirteen  lines). 

3.  P.  200.  5.  P.  202  (begin  with  line  14),  203. 
Word  Groups :  came  splashing  down ;  were  soon  shivering ;  on 

frosty  (lays. 

Context  Words:   Australia,  Fin-fin,  Flying-fish. 

Phonetics:  (1)  Key  Words:  (a)  foremost  {fore),  forearm,  fore- 
castle, forefather,  forefront,  forefinger,  foresight ;  (6)  comfortable 
{able),  portable,  supportable,  detesta})le,  acceptable,  accountable, 
presentable,  warrantable. 

(2)  Test  Words:  bonfire,  level,  towered,  gliding,  foremost, 
circle,  somersault,  overhanging,  serious,  matches,  smoldering, 
sputtered,  crackled,  forgetting. 

300 


(3)  Enunciation:  (a)  donsonanl  —  g  (  =  j)  (see  Maniml,  p. 
316)  — edge,  magic;  {h)  Vowel  —  e  (as  in  there,  equivalent  lo  Ci) 
(see  Manual,  p.  307)  —  where,  there. 

(4)  Iiidei)endent  Recognition:  heir'ess,  heir'loom,  swear,  for- 
bear'. 

SERIAL  STORY 

Story.     Robinson  Crusoe. 

Thought-groups.  1.  P.  204. 

2.  r.  '205.  6.  P.  209. 

3.  P.  206.  7.  P.  210. 

4.  P.  207.  8.  P.  212. 

5.  P.  208.  9.  P.  213. 

10.  P.  214,  215,  216  (six  lines). 

11.  P.  216  (begin  with  line  7),  217,  218  (sixteen  lines). 

12.  P.  218  (begin  with  line  17),  219  (seven  lines). 

13.  P.  219  (begin  with  line  8),  221  (fifteen  lines). 

14.  P.  221  (begin  with  line  1(5),  222. 

Word  Groups:  to  foreign  lands;  most  miserable;  many  neces- 
sary things  ;  on  the  desert  island. 

Context  Words:  Robinson  Crusoe,  Hull,  London,  Africa,  Por- 
tuguese, South  America,  Brazil,  Friday,  English,  England. 

Phonetics:  (1)  Key  Words:  (a)  companion  {ion  =  yun),  pinion, 
minion,  dominion,  opinion,  onion,  communion,  million  ;  (b)  diffi- 
cult (cult),  occult. 

(2)  Test  Words:  grieved,  miserable,  resist,  voyage,  aboard, 
adventures,  captured,  pirates,  managed,  tobacco,  hurricane, 
peering,  difficulty,  swimmer,  alertness,  drowned,  ebbed,  biscuits, 
carpenter,  pistols,  gunpowder,  calendar,  reckoning,  belongings, 
savages. 

(3)  Enunciation:  (a)  Consonant  —  z  (see  Manual,  p.  318)  — 
Brazil ;  (6)  Vowel  —  u  ( =  oo  —  equivalent  eiv)  (see  Manual,  p.  311) 
—  Crusoe,  crew,  drew. 

(4)  Independent  Recognition:  ru'mor,  jiru'dent,  grew,  eschew'. 

301 


FAlin    TALE 

Poem.     The  Wonderful  World. 
Story.     The  Magic  Girdle. 

Thought-groups.     1.  P.  224. 

2.  P.  225,  226  (twelve  lines). 

3.  P.  22G  (begin  with  line  13),  227,  228  (seven  lines). 

4.  P.  228  (begin  with  line  8),  230  (seventeen  hnes). 

5.  P.  230  (begin  with  line  18),  231. 

6.  P.  232. 

7.  P.  233. 

8.  P.  234,  235,  236  (four  lines). 

9.  P.  236  (begin  with  line  5). 

Word  Groups  :  to  offend  him  ;  a  merry  tune  ;  the  heaviest  part ; 
enjoying  the  ride ;  the  curious  girdle. 

Grouping:  mending  (p.  224),  narrow  (p.  225),  choice  (p.  226), 
world  (]).  227),  offend  (p.  228),  bargain  (p.  230). 

Phonetics  :  (1)  Key  Words  :  (o)  overlook  (over),  override,  over- 
step, overtake,  overthrow,  overturn  ;  (6)  unhappy  (un),  unhealthy, 
unhurt,  unhitch,  unhinge,  unharness. 

(2)  Test  Words  :  cobbler,  honey,  blanket,  shoulder,  enjoying, 
bargain,  commander. 

(3)  Enunciation  :  (a)  —  Consonant  —  x  ( =  ks)  wax,  next ;  (b) 
Vowels  —  a,  e,  i,  o,  u,  day,  me,  time,  blow,  tune ;  a,  e,  i,  6,  ii,  sat, 
mending,  his,  cobbler,  hunter. 

(4)  Independent  Recognition :  a'miable,  e'gotism,  i'dleness, 
overhaul',  u'nicorn ;  ad'ipose,  en'trance,  imposi'tion,  opera'tion, 
understand'ing. 

Clear  Articulation : 

"  I  chatter  over  stony  ways. 
In  little  sharps  and  trebles, 
I  babble  into  eddying  bays, 
I  bubble  on  the  pebbles." 

302 


GUIDE  TO   ENUNCIATION 

The  organs  of  speech  are  a  liuinaii  music  box,  and  Llie  child 
should  be  taught  to  use  them  deHcately  and  accurately. 

The  teacher  should  know  the  organs  of  speech  and  the 
science  of  their  use.  It  is  not  sufficient  for  her  to  know  that 
p,  b,  t,  d,  g,  etc.,  are  not  sounded  per,  her,  ter,  etc.,  but  she 
should  know  why  such  enunciation  is  incorrect,  and  how 
to  remedy  it. 

Vowel  sounds  have  their  source  in  the  glottis  and  in  the 
upper  part  of  the  larynx,  which  contains  the  cartilages 
called  vocal  cords. 

The  sounds  originating  here  are  variously  modified  by  the 
tongue,  teeth,  lips,  or  other  parts  of  the  mouth  as  they 
pass  through,  each  sound  being  affected  as  to  quality  by 
some  particular  part  or  parts.  These  modifications  in  the 
utterance  of  vowels  are  limited  to  changing  the  shape  of  the 
passage,  so  that  the  principal  characteristic  of  a  vowel  is 
continuity  of  resonance,  due  to  the  fact  that  the  passage 
of  the  breath  is  not  interrupted. 

Consonants,  on  the  other  hand,  are  caused  by  breath  meet- 
ing interference  at  some  point  in  the  vocal  passages.  The 
character  of  this  interference  and  of  the  interruption  of  the 
sound  caused  by  it  distinguishes  one  consonant  from  another. 

Diaphragmatic  breathing  should  be  taught  in  connection 
with  vowel  enunciation.     The  proper  position  of  the  organs 

303 


of  speech  for  correct  utterance  of  each  vowel  and  consonant 
should  be  thoroughly  mastered  by  the  teacher. 

The  statements  in  the  following  pages  are  in  harmony 
with  the  Guide  to  Pronunciation  in  Webster's  Secondary- 
School  Dictionary  or  in  Webster's  New  International 
Dictionary. 

Lists  of  words  illustrating  each  vowel  sound  should  be 
written  on  the  blackboard,  to  be  used  for  drill.  The  dia- 
critic marks,  however,  should  not  be  taught  to  the  children 
in  the  first  three  years. 

Accent  plays  a  very  important  part  in  clear  enunciation, 
and  drill  on  this  is  strongly  advised  wherever  the  children 
fail  to  place  the  accent  properly,  or  to  give  proper  stress  to 
the  accented  syllable. 


VOWELS 

The  Eight  Principal  Sounds  of  a 

1.    a  —  as  in  ale,  fate,  is  called  long  a,  and  is  the  name  sound  of 
this  letter. 
In  this  vowel  the  mouth  is  more  open  than  in  e  (p.  306) ;   there 

is  a  wider  separation  of  the  lips  and  teeth.  The  tongue  (in  the 
front  i>art  of  mouth)  is 
dropj)ed  a  little  lower,  and 
at  the  end  of  this  sound  the 
organs,  for  a  brief  instant, 
are  in  the  position  of  i  (p. 
308).  This  sound  is  there- 
fore said  "  to  vanish  to  a 
point."  The  a  is  consid- 
ered a  double  vowel,  being 
composed  of  e  +  i. 

Ex.  —  Pay,  may,  vane,  jay,  tale,  ape,  fame,  save,  age,  late. 

304 


2.  a- 

The 
never 

3.  a- 


-  as  in  preface,  senate,  is  a  inodificalion  of  a  in  unaccented 

syllables, 
sonnd    ranges    between  a  {ale)    and  e  {end)   (p.  .'}07j.     It 
'  vanishes  to  a  point,"  as  a  does. 

-  as  in  air,  fare,  care;   this  sound  is  called  circumflex  a. 

In  this  sound  there  is  a 
little  more  separation  of  the 
teeth  then  in  e  (p.  807),  and 
the  tongue  is  tenser.  This 
sound  is  the  narrow  sound 
correlative  to  the  wide  a 
(am) . 

Ex.  —  Chair,  ])air,  care, 
prayer,     mare,    rare,     hare, 


'/    bear. 


4.    a  —  as  in  at,  add ;   this  is  called  short  a. 

The  positions  of  organs  of  si>eech  are  practically  the  same  as  in 
a  (air),  but  the  vowel  sound  is  much  shorter.  This  is  peculiarly 
an  English  language  sound  and  foreigners  rarely  give  it  correctly. 

Ex.  —  Pan,  hat,  tack,  man. 

In  some  unaccented  syllables  the  sound  a  is  greatly  obscured, 
and  is  indicated  by  a,  as  in  final,  accord,  rivalry. 


5.    a  —  as  in  far,  arm,  ah. 

(Commonly   called    Ital- 
ian   a.)       The     mouth     is 
wide  open,  and  the  tongue 
is  in   its  natural  flat  posi-  #A' 
tion,  y. 


Ex.  —  Palm,  mar,  far,  father,  gape,  arm,  barn,  hark. 

ST.  HR.  MANUAL 20  305 


6.    a  —  as  in  ask,  glass,  fast. 

In  organic  position  this  sound  is  between  a  (am)  and  a  (arm). 
It  is  not  pronounced  like  a ;  the  main  part  of  the  tongue  is  raised 
higher  toward  the  roof  of  the  mouth,  and  the  lower  jaw  is  not  so 
much  depressed ;  neither  is  the  mouth  so  widely  opened.  The 
vowel  a  has  the  sound  a  in  many  words,  when  followed  by  sk,  ff,  ft, 
th,  ss,  sh,  st,  and  nee;   as  ask,  staff,  graft,  path,  pass,  etc. 

In  some  unaccented  syllables  this  sound  is  greatly  obscured,  and 
is  indicated  by  a,  as  in  asleep,  sofa. 

7.    a  .  (  =  6)  ^ —  as    in    awe, 
talk,  sivarm,  vater.      It 
is  a  long  vowel. 
The  mouth  is  wide  open, 
the  corner  of  the  lips  slightly 
rounded   or  drawn   inward, 
the  tongue  depressed  below 
its  natural  position.  V^ 

Ex.  —  Pall,   fault,  shawl 
daub,  warm  (rhymes  with  form),  war  (rhymes  with  for),  yawn, 
vault,  jaw,  raw. 

8.    a  (  =  6)  ^ —  as  in  was,  ivander,  quality. 

The  identity  of  this  sound  with  6  (odd)  is  seen  in  the  fact  that 
wander  rhymes  with  ponder  and  fonder. 


Six  Sounds  of  e 

1.   e  —  as  in  eve,  eel;    this 

is  e  long  and  is  the  name 

sound  of  the  letter. 

The    lips    and    teeth    are 

slightly     parted,     and     the 

upper  surface  of  the  tongue 

is  very  near  the  roof  of  the 

mouth,  but  does  not  touch  it, 


306 


and  I  licrcforc  docs  iiol  olislnicl  llio  \()ic(\  IMiis  is  a  narrow  vowel 
and  is  not  always  an  absolutely  simple  element.  It  eommonly 
starts  at  a  slightly  wider  angle  (near  i  —  ill)  and  moves  to  con- 
sonant !j,  as  in  ijc.s. 

Ex.  — She,  peat,  fear,  read,  cheer,  theme,  leash,  leap,  teeth. 

2.  e  —  as  in  enough,  creation,  is  a  modification  of  e  in  unaccented 

syllables. 

3.  e  —  as  in  end,  ebb;    this  is  short  e.     The    syllable    is    usually 

closed  by  a  consonant  sound. 
The  mouth  is  in  nearly  the  same  position  when  uttering  e  as  it  is 
in  the  first  part  of  a. 

Ex.  —  Met,  them,  sex,  never,  let,  red,  less,  berry,  yet,  head,  then. 

In  some  unaccented  syllables  this  sound  is  greatly  obscured,  and 
is  indicated  by  e,  as  in  moment,  garment. 

4.  e  —  as  in  perform,  maker. 

This  sound  comes  before  r  in  many  unaccented  syllables.  The 
similar  sound  in  accented  syllables  {Ex.  —  her,  injer)  is  equivalent 
tou(p.:510). 

5.  e  (  =  a)  —  as  in  there,  where. 

This  e  sound  occurs  only  before  r.     (See  a,  p.  305.) 

6.  e  (  =  a)  —  as  in  eight,  veil,  sleigh,  they.     (See  a,  p.  304.) 


Four  Sounds  of  i 


1.    i  —  as  in  time,  ice,  bind, 
pie;  this  is  long  i  and 
is  the    name    sound  of 
the  letter. 
The  sound  is  double ;  the 
main  part   is  the   glide  be- 
tween the  initial  element  a 
(arm)  and  the  terminal  i(i^O-        Final  Position 
Ex.  —  Pie,  sigh,  kite,  dive,  aisle,  size.     Equivalents.  —  Type,  by. 

307 


mi»c/^Acai//////p 

Initial  Position 


2.  1  —  as  in  (7/,  pit,  iiniil ;  Lliis  is  short  /. 

The  organs  of  speech  are  in  nearly  the  same  position  as  when  a 
is  uttered.  The  tongue  is  a  Httle  lower  in  the  mouth,  tlius  widen- 
ing the  space  between  it  and  the  roof  of  the  mouth.  'J'his  vowel 
is  the  wide  counterpart  of  narrow  e. 

Ex.  —  Fin,  tip,  this,  whip,  pin,  dish.     Equivalent-. —  Lady,  baby. 

3.  i  (  =  ij)  —  as  in^r,  virtue,  is  the  ecjuivalent  of  //  in  burii,  and 

of  e  in  such  words  as  her,  infer. 

4.  i  (  =  e)  —  as  in  machine,  intrigue.     (See  e,  p.  306.) 
This  sound  of  i  occurs  chiefly  in  words  of  foreign  origin. 

Eight  Sounds  of  o 

1 .  o  —  as  in  old,  over ;  this  is  long  o,  the  name  sound  of  the  letter. 
The  lips  are  rounded  and  the  tongue  depressed.     This  letter, 

like  a,  changes  its  sound   towards   the  end ;    it   terminates  in  a 
"  vanish  "  or  momentary  sound  of  o6  produced  by  contracting  the 

lips.     It  is  not  necessary  to 

compress  the  lips :    merely 

narrow  the  lip  passage. 
The  quality  of    o   before 

r  in  an  accented  syllable  is 

sharply   defined ;    and    the 

"vanish"  sound  is  e  rather 

than  o6.     The  radical  part 

of   the  vowel   is  narrowed. 

The  lips  are  contracted  and 
the  jaw  depressed,  but  less  than  for  6  (lord). 

Ex.  —  No,  pole,  vote,  bowl,  soak,  own,  tore,  roar. 

2.  6  —  as  in  obey. 

This  sound  differs  from  o  by  absence  of  the  vanish  and  by  taking 
a  wider  form,  which  varies  according  to  prolongation. 

3.  6  ^ —  (occurs  only  before  r),  as  in  orb,  order,  lord. 
This  sound  is  identical  with  a  (all).     (See  p.  306.) 

308 


4.  6  —  as  m  not,  odd ;  this  is  short  o.      It   is  a   wide   xowcl.     The 

lips  are  not  as  coiilraclcd  as  for  a  {all). 
In  some  unaccented  syUahlos  this  sound  is  j^really  obscured  and 
is  indicated  by  6  as  in  occur,  connect. 

5.  6  —  as   in  song,   loss,   cost.     This   is  a   medial   sound  between 

6  and  6. 
0.    p  (  =  6b)  —  as  in  do,  prove,  tomb. 

7.  o  (  =  o6)  —  as  in  vndf,  woman,  bosom. 

8.  6  (  =  u) — as  in  son,  done,   other.     (The  letter  is  douV)led  in 

blood,  flood.) 

Diphthongs   of  o 

1 .  00  —  as  in  moon ,  fool. 
The  sound  is  single ;  it  is 
a  long  vowel.  The  lip  must 
be  rounded  as  much  as  pos- 
sible without  obstructing 
the  voice.  The  tongue  is 
dropped  low  in  the  front  of 
\*^    ^  the  mouth. 

Ex.  —  Ooze,  loop,  pool,  woo,  tooth,  choose.     Equivalents.  —  Do, 
canoe,  group,  rude,  crew. 

2.  66  —  as  in  foot,  wool.     This  is  a  w^ide  form  of  the  oo,  and  like 

oo  is  a  single  sound. 
Ex.  —  Book,     good.     Equivalents.  —  Wolf,     put,     full,     could, 
should. 

3.  ou  —  as  in  out;   a  true  diphthong  made  up  of  a  (art)  and  oo 

(look). 
Ex.  —  Pout,   south,  pouch,  mouth,  sound,  loud.     Equiraletits. 
—  Cow,  owl. 

4.  oi,  oy.  —  oi  as  in  oil,  oy  as  in  boy.     This  sound  is  made  up  of 

6  (or)  and  i  (ill). 
Ex.  —  Oil,  poise,  toil,  noise,  boy,  royal,  joy. 

309 


Six   Sounds   of   u 


1.  u  —  as  ill  une,  pure,  riihc,  dnfij ;   tiiis  is  long  u  and  is  the  name 

sound  of  the  letter. 

This  sound  is  a  diphthong  which  has  oo  as  its  terminal  and  main 
part.  The  initial  element  is  brief  and  evanescent  and  varies  from 
y  {yes)  to  i  {ill) .  The  lips  are  slightly  rounded  on  the  initial  ele- 
ment and  then  are  drawn  closer  all  the  way  through  to  the  end  of 
the  00.     This  labialization  of  the  entire  sound  is  very  important. 

In  some  cases,  especially  at  the  beginning  of  a  syllable,  the  y 
sound,  as  the  initial  element,  is  clearly  heard,  as  in  unit;  this  u 
sounds  like  the  word  you. 

Ex.  — Use,  mute,  pure,  hue.  Equivalents.  —  Europe,  pew,  hew, 
view,  yew,  you. 

After  d,  I,  s,  t,  and  th  the  u  is  given  with  i  instead  of  y  as  the 
initial  element ;   as  in  duke,  lute,  suit,  tune,  enthuse. 

2.  u  —  as  in  unite,  emulate,  supreme. 

This  sound  is  a  modification  of  u  and  differs  from  it  by  taking 
o6  (foot)  as  its  final  element  in  place  of  oo  (food).  The  initial  ele- 
ment is  y  (yes)  or  i  (ill),  as  in  the  u  sound.  In  colloquial  speech 
the  initial  element  tends  to  assimilate  with  a  preceding  t  or  d, 
forming  more  or  less  clearly  the  sounds  of  ch  or  j ;  as  in  nature,  ver- 
dure.    This  tendency  is  indicated  by  the  marks  tu,  dii. 


3.    u 


ur7i,     urge. 


as  in 
burn. 
The  mouth  is  opened  less 
than  for  a  (far)  and  the 
back  of  the  tongue  is  a 
little  more  depressed.  Care 
should  be  taken  to  enun- 
ciate the  following  r  dis- 
tinctly. 

Ex.  —  Burn,  turn,  nurse,  cur.     Equivalents.  —  Fern,  earn,  sir, 
word,  world. 


310 


4.  u  —  us  ill  up,  bud,  us,  under;   this  is  sliorL  //. 

Tlie  vowel  is  a  wide  one  and  is  voiced  in  the  hack  of  the  month. 

Ex.  —  Pun,  nut,  jut,  up,  nudge.  Equivalents.  —  Love,  doth, 
ton. 

In  some  unaccented  .syllahles  this  .sound  is  greatly  ob-scured, 
and  is  indicated  by  H  as  in  circus,  suhmit. 

5.  u  (  =  oo)  —  as  in  rude,  rumor,  blue,  sure,  jury. 

6.  u  (  =  ob)  —  as  in  bull,  full,  put,  push. 

For  sounds  of  y,  y,  and  y,  see  T,  i,  and  i,  pp.  307,  308. 


CONSONANT  SOUNDS 


Place  of  Articulation 


Lips  (labials)       

Lower  lip  and  upper  teeth  (la 

biodentals) 

Tip  of  tongue  and   edge  of 

teeth  

Tip  of  tongue  and  gums  back 

of  upper  teeth  .... 
Blade  of  tongue  and  teeth  . 
Blade    of   tongue  and   gums 

back  of  upper  teeth  . 
Middle  of  tongue  and  hard  palate 

(palatal) 

Root  of  tongue  and  soft  palate 

(gutturals,  or  velars) 
Same  position  as  following  vowel 

(aspirate)     .     .     .     . 


Oral 

Nasal 

Stopped 

Open 

Open 

Voiced 

Voiceless 

Voiced 

Voiceless 

Voiced 

b 

P 

W  ^ 
V 

wh  ' 

/ 

m 

4b. 

th 

r 

d 

t 

I 

z 
zh,  j 

y 

s 
sh,  ch 

n 

9  (go) 

k 
h 

w  ^ 

wh  ' 

ng{y) 

•  w  and  wh  are  articulated  both  at  the  lips  and  at  the  root  of  the  tongue. 
They  are  therefore  called  labiogutturals. 

311 


Definitions 

Breath  sound  is  produced  by  forcing  the  breath  against  the 
organs  at  the  place  of  obstruction,  as  in  /,  s  {so),  sh,  th  {thin), 
aspirate  h. 

Stopped  action  is  caused  when  all  sound  is  cut  off,  leaving  an 
interval  of  silence  during  which  the  oral  passage  is  closed  at  some 
point ;  as  in  p,  t,  k.  Audible  effects  result  from  both  the  closing 
and  the  opening  of  the  closed  passage. 

Glides  are  the  effects  produced  by  the  voice  as  it  passes  from  con- 
sonant to  vowel,  or  vice  versa;  as  in  ebb,  go,  saw,  ought. 

Abruptness  in  English  speech  is  due  to : 

{A)  Initial  form  —  forcing  a  passage  between  vocal  cords 
pressed  tightly  together. 

{B)  Terminal  form  —  by  checking  the  tone  more  or  less  abruptly 
through  a  reverse  process.  Such  actions  {A  and  B)  are  called  the 
"  glottal  stop  "  or  the  "  glottal  check." 

Clicking  is  produced  by  the  sudden  and  forcible  impact  of  one 
surface  upon  another  or  their  sudden  separation,  as  heard  in  p  and 
t  and  k. 

Voiceless  consonants  are  consonants  made  with  breath  sounds 
only,  or  by  stopped  action,  as  p. 

Voiced  consonants  are  consonants  voiced  or  vocalized,  as  6. 

Stopped  voiceless  consonants,  as  initial  sounds,  have  audible  puff, 
due  to  the  sudden  release  of  the  compressed  breath  within  the 
distended  walls  of  the  oral  cavity,  as  pay,  kite. 

Stopped  voiceless  consonants  when  final  have  a  percussive  sound 
of  lip  or  tongue  against  palate,  as  cup,  back. 

Note.  In  both  positions  these  voiceless  consonants  produce  and  are 
modified  by  the  "  glottal  stop  "  and  the  "  click."  In  an  initial  it  is  due  to 
the  abrupt  beginning  of  the  vowel  and  the  sudden  separation  of  the 
organs.  In  the  finals  the  sudden  impact  of  tlie  organs  produces  the 
"  click,"  and  at  the  same  instant  the  abrupt  cutting  off  the  vowel  is  pro- 
duced by  the  "  glottal  check." 

312 


p-  as  in  ])in,  is  a  voiceless 
consonant. 

IJring  the  lower  lip  against 
the  uj)i)cr ;  a  slight  pntt'  of 
breath  escapes  as  the  lii)s 
j)art. 

Note.  —  Allow  child  to  {)iifF 
.so  that  it  may  be  felt  or  to 
puff  out  a  candle. 


Peel,  pit,  post,  pug,  keep,  tip,  cope,  cup. 


b  —  as  in  hih,  rob,  is  a  voiced  consonant. 

Lips  are  in  the  same  position  as  for  p\  but  a  voiced  breath  is 
directed  toward  the  closed  lij^s ;  this  results  in  a  muffled  tone 
made  by  the  vocalized  breath  as  it  is  injected  into  the  cavity  very 
softly. 

Ex.  —  Bean,  bit,  bat,  boast,  feeble,  bail,  cab,  robe. 


t  —  as  in  ////,  is  a  voiceless  consonant. 


It  is  formed  by  the  tip  of 
the  tongue  against  the  back 
of  the  upper  teeth,  stopping 
for  an  instant  the  breath 
which  is  passing  outward, 
then  allowing  it  to  pass  in 
a  slight  Duff. 


Ex.  —  Tea,  tin,  ten,  eat,  wit,  net,  tame,  tan,  time,  mate,  hat,  bite. 


Groups  of  words  for  practice  : 

Tie  tight.     I  tied  it.     Not  at  all. 
A  twister,  a  twisting,  a  twist,  etc. 

313 


th  —  as  in  thin,  is  a  voiceless  consonant,  hut  more  continuous  than 
t,  and  modified  by  the  aspirate  h. 

Flatten  the  tongue,  and 
place  the  end  of  it  against 
the  edge  of  the  upper  teeth, 
then  breathe  steadily. 

Note.  —  Tell  the  child  to 
stick  out  the  tip  of  the  tongue 
between  the  teeth  and  say 
thick,  thin.  This  is  excellent 
drill  for  those  that  stutter. 

Ex.  —  Theory,   thick,   wrath,   thought,   youth,   sheath,   smith, 
mouth,  broth,  breath. 

4ht- —  as  in  this,  then,  thy,  is  a  voiced  consonant. 

Ex.  —  These,  this,  that,  them,  there,  brother,  thou,  thine. 

Note.             th,  voiceless  4h,  voiced 

7ioun  mouth  verb  mouthed 

noun  bath  verb  bathe 

710U71  wreath  verb  wreathe 

sing,  noun  mouth  plural  noun  mouths 

sing,  noun  wreath  plural  noun  wreaths 

d  —  as  in  did,  deed,  is  a  voiced  consonant.     It  is  like  t  except 
that  it  is  voiced. 

Ex.  —  Deed,  dine,  daily,  feed,  pride,  avoid,  dumb,  dole,  made, 
need,  mud,  load. 

When  preceded  by  a  voiceless  consonant  in  the  same  syllable,  d 
has  the  sound  of  / ;   as  hissed,  hooked,  arched. 
C  —  has  two  principal  sounds,  called  soft  and  hard. 

Soft  c  sounds  like  s  (p.  310),  and  is  made  by  the  tongue  against 
the  hard  palate  ;   c  is  soft  before  e,  i,  or  y. 

Ex.  —  Civil,  cent,  face,  fence,  bicycle. 

In  some  words  soft  c  combines  with  a  following  i  or  e  to  form  the 
sound  of  sh.     For  example,  in  delicious,  precious,  ocean. 

314 


Hard  c  .sounds  like  /,•,  ;is  in  c<irf,  cdrao. 

It  is  made  hy  I  lie  toii^iic  af^aiiisl  the  soft  |)alal('. 

ch  —  as    in    child,  is  a    foinhiiuilion    of    tlic  sounds  of    /  and  .s7* 
(p.  317). 
E.V.  —  Cheaj),    churn,    chowchow,    chose,    peach,    arch,    vouch, 
roach. 

Note.  —  ch  =  1  —  rej^ular  sound  of  cli  in  rlnirch. 
'i  —  sli  in  chagrin,  machine. 
3  —  hard  c  (  =  k)  in  chorus,  echo. 

k  —  as  in  kick,  is  a  guttural  voiceless  consonant. 
Place   the   back   of   the   tongue   against  the 
soft  palate. 

Ex.  —  Keen,  cake,  kind,  dock,  speak,  neck, 
l)ike,   clock.     Equivalents.  —  Care,   cart,   coal, 
^  cone ;   queen,  quick. 

h  —  is  a  voiceless  consonant,  called  aspirate. 

The  sound  of  h  is  produced  by  emitting  the 
breath  with  some  force  from  the  mouth  in  any 
of  the  vowel  positions. 

Ex.  —  Heard,  hoard,  hook,  hale. 

j  —  as  in  judge,  jaw,  is  the  voiced  consonant  corresponding  to 
voiceless  ch. 

This  is  a  combination  of  the  sounds  of  d  and  ~//.  The  sound  is 
also  represented  by  soft  (j. 

Ex.  —  Jail,  jar,  June,  join,  jovial,  job.  Equivalents.  —  Siege, 
gin,  ridge,  huge,  page. 

g  —  is  a  voiced  consonant,  with  two  different  sounds,  hard  and 
soft. 
Hard  g,  as  in  go,  is  a  guttural,  like  k  except  that  it  is  voiced.     It 
is  produced  by  the  tongue  and  the  soft  palate.     The  voice  is  forced 

315 


into  the  cavity  of  the  pharynx,  wliicli  is  ck)sed  by  the  soft  palate 
and  then  arched,  to  bring  the  lower  border  in  contact  with  the 
tongue.  While  on  the  curve  it  is  pressed  back  against  the  walls  of 
the  pharynx. 

g  is  hard  —  before  a,  o,  k,  /,  r,  s,  as  in  r/a//,  (/ini,  glad,  groiv;  some- 
times hard  before  e,  i,  or  ?/,  as  in  get,  gii-e,  gig,  muggy :  always  hard 
at  the  end  of  a  word. 

g  is  soft  like  j  in  many  words  where  it  is  followed  by  e,  i,  or  y, 
as  in  gem,  rage,  magic. 

gh  =  g  hard,  as  in  ghost,  ghastly. 

=  /  in  some  words  after  au  or  on,  as  in  laugh,  cough.     It  is 
often  silent  after  i,  au,  or  ou,  as  in  high,  caught,  dough,  through. 

f  —  as  mfife,  is  an  open  voiceless  consonant. 

The  lower  lip  is  raised  to  the  upper  teeth  and  the  breath  escapes 
through  the  interstices  and  sides  of  the  lips  and  teeth. 

In  oJ,f  takes  the  sound  of  r. 

Ex.  —  Fine,  fit,  roof,  knife,  tiff,  foot.  Equivalents. — Rough, 
enough,  trough,  telegraph,  photograph,  philosophy. 

V  —  is  the  same  as/ except  that  the  consonant  is  voiced, 
Ex.  —  Veal,  vale,  vine,  weave,  wave,  hive, 

S  —  as  in  sin,  is  a  voiceless  sibilant. 

The  tip  of  the  tongue  placed  back  of  the  upper  teeth  leaves  a 
slight  orifice  through  which 
the  breath  is  forced,  and  as 
it  impinges  upon  the  edges 
of  the  upper  or  lower  teeth 
it  produces  a  sharp  hiss. 

This  s,  as  in  see,  so,  stay, 
fits,  is  pure  breath. 

Other    Soimds    of    s.  —  .s' 
has  the  sound  of  z  (voiced 
breath)  in  many  words ;   for  example,  is,  rides,  music . 

816 


; 


T 


HissiNCi  Position 


HUSHINI;    POHITION 


s  has  the  sound  of  sli  in  .sure,  .sugar ;  and  .si  has  the  same  sound  in 
mansion,  version,  etc. 

s  has  the  sound  of  zh  (Hke 
z  in  azure)  in  such  words  as 
vision,  leisure. 

The(hff"erence})et\veentlic 
hissing  and  luishing  sounds 
of  5  is  due  to  the  position  of 
tli(^  tongue.  In  the  first  the 
tongue  is  closer  to  tlie  teeth,  in  the  .second  the  tongue  tip  seems  to 
become  a  vertical  Unc. 

sh  —  is  an  open  voiceless 
consonant. 
The  front  of  the  tongue 
is  lifted  toward  the  roof  of 
the  mouth  .so  that  the  lower 
surface  of  the  tongue  faces 
the  teeth. 

E.T.  —  Shut,  .shin,  shame,  share,  flash,  .shore, 
w  —  is  called  a  semivowel  from  its  close  rela- 
tion to  oo  (food)  or  06  (foot). 

It  always  begins  with  a  brief  00  or  (Jo.  The  //?  requires  a  con- 
traction of  the  lips,  and  a  constriction  between  the  back  of  the 
tongue  and  the  soft  palate,  which  makes  »'  guttural  as  well  as  labial. 

Ex.  —  Weep,  were,  war,  wall,  wore,  we,  wax,  wait,  wise. 

In  such  words  as  cow,  plow,  law,  jaw,  Jew,  the  w  is  reckoned  as 
a  vowel.  In  blow,  follow,  etc.,  and  in  who,  whom,  whole,  whoop, 
the  w  is  silent. 

wh  —  as  in  ivheel,  when,  where. 

wh  =  h  +  a  voiceless  iv,  no  voice  being  heard  until  the  begin- 
ning of  the  following  vowel.  The  h  represents  the  breath  sound 
produced  by  exhaling  the  deep  breath  which  always  begins  a  correct 
enunciation  of  wh. 


317 


Device.  —  LcL   llie   ])U|)il 

hold  the  palm  of  his  hand 

(or  a  sheet  of  thin  paper) 

a  short  distance    from  his 

mouth,  and    then    say  the 

words  in  each  list  below  dis- 
tinctly.   He  will  feel  the  air 

on    his    hand    or    see    the 
paper  move  when  wh  is  uttered  correctly.  ^^^f^^^&B^iff/llllllllll'' 

Ex.  —  Where,  which,  whey,  when,  wheeze,  whip,  whoa,  whither. 
Contrast  with  the  w  sound  in  ivear,  witch,  way,  etc. 

z  —  an  open  voiced  consonant,  as  in  zeal,  zone,  maze. 
It  is  produced  in  the  forward  part  of  the  mouth  by  the  tongue  and 
the  hard  palate,  like  s,  except  that  it  is  voiced. 

Ex.  —  Buzz,  dizzy,  size,  frozen,  maze.    Equivalents.  —  Easy,  his. 

X  =  /iw,  in  fo.v,  expand. 
=  gz,  in  exist,  exliau.sf. 
=  z,  when  initial,  as  in  Xerxes. 

zh  —  is  the  voiced  sound  produced,  like  sh,  with  the  front  of  the 
tongue  lifted  toward  the  roof  of  the  mouth.  This  sound  is  repre- 
sented by  z  or  .s'  preceding  u,  or  by  si  (never  by  zh  in  actual  spelling) ; 
for  example,  azure,  leisure,  measure,  usual,  confusion ,  erosion. 

I  —  as  in  rear,  row,  is  a  voiced  consonant. 

It    is   produced   with    the 

tongue,  the  tip  of  which  is 

curled    backward,  near   the 

hard    palate.      The    breath 

escapes  at  the  sides.     When 

the  tip  of  the  tongue  vibrates 

it  produces  the  trill  or  rough  , 

r,  which  may  be  produced  be-    ^ 
fore,  but  never  after,  a  vowel  heard  in  the  same  syllable. 

Ex.  —  Rill,  fare,  ragged,  rascal,  ran,  pearl,  world,  girl,  burn. 

318 


Note.  —  Some  children  need  drill  in  pronouncing  the  r  distinctly  in 
girl,  world,  etc.;  others  need  to  be  cautioned  against  adding  the  r  sound 
to  saw,  law,  ete. 

y  —  as  in  year,  young,  is  a 
voiced  consonant. 
It  is  prodnced  by  raising 
the  arch  of  the  tongue  to 
the  roof  of  the  mouth,  as 
when  uttering  e  (eve),  but 
so  closely  as  somewhat  to 
obstruct  the  passage  of  the 
voice. 

Ex.  —  Yet,  yarn,  you,  year,  yearn,  young. 
For  the  sounds  of  the  vowel  y,  see  T,  T,  I,  pages  307,  308, 


1  —  is  a  voiced  consonant. 

It  is  produced  by  raising 
the  point  of  the  tongue 
against  the  hard  palate,  the 
voice  being  allowed  to  es- 
cape at  the  sides  of  the 
tongue. 

It  is  liquid  in  low,  lie,  ill, 
hell. 

It  is  explosive  in  battle, 
pickle,  bustle. 

Ex. — Lid,  fill,  lane,  bale,  loyal,  boil,  loan,  roll. 

m  —  as  in  me,  mine,  is  a  nasal  consonant. 

The  organs  have  the  same  positions  as  for 
6  or  p,  but  the  sound  passes  through  the  nose. 
Lip  pressure  is  necessary. 

Ex.  —  Seem,  tame,  men,  man,  mute,  me, 
mate,  hem,  ham,  home. 


319 


n  —  as  in  no,  nine,  is  a  nasal  consonant. 

The  tongue  and  lij)s  are  in  the  same  positions  as  in  producing  t 
and  d,  but  the  voice  j)asses  through  the  nose. 

Ex.  —  Nail,  need,  pin,  pane,  none,  snow,  inn,  change. 

Device.  —  Teach  the  children  to  make  the  "  wax-doll  mouth  " 
showing  two  front  teeth,  and  say  n. 


ng  —  is  a  single  nasal  consonant ;    the  sound  of  neither  n  nor  g  is 
heard. 

This  sound  is  produced  by  contact  between 
the  soft  palate  and  the  back  of  the  tongue, 
with  a  free  passage  l^etween  the  soft  palate 
and  the  wall  of  the  pharynx,  and  the  passage 
through  the  nose  open. 

Device.  —  The  child  closes  one  nostril  and 
says  singing  —  ringing.  This  helps  him  to 
realize  the  nasal  character  of  the  sound. 

Ex.  —  Fling,  slang,  bring,  rang,  ring,  wrong,  singer. 

An  equivalent  sound  (y)  is  represented  by  n  alone  in  such  words 
as  bank,  sink,  linger,  longer. 


320 


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